Latest News

WITH GRATITUDE

We extend our heartfelt thanks for your invaluable contributions to our research and for your collaboration throughout the year. Your advice and guidance in championing creative and innovative approaches, led by people with disability, have been truly impactful. We eagerly anticipate continuing our partnership in 2025.

OFFICE CLOSURE NOTICE

Wishing you a joyful and safe New Year! Please note our offices will be closed from Monday, 21 December, to Friday, 3 January. Inclusive Futures: Reimagining Disability will return in 2025 with more inclusive events, groundbreaking research, and meaningful opportunities for co-design and co-creation. Thank you for your steadfast support throughout 2024.

Stay connected by catching up on our latest updates: Inclusive Futures News.

EVENT OVERVIEW

Hosted online on Friday, 8 November 2024, this symposium, hosted by Griffith University’s Inclusive Futures: Reimagining Disability, as a member of the Queensland Para Sport Network, brought together interdisciplinary researchers, community partners, and athletes to amplify the vital role equity and diversity can play in improving the performance of Paralympic teams and enabling athletes to compete at the highest possible standard.

The symposium explored equity and diversity in elite paralympic sport through the lens of exercise and sport science, social justice, tourism and leisure, sport management, disability rehabilitation and inclusion. Building toward the Brisbane Olympic and Paralympic Games in 2032, this was a key opportunity for participants to incorporate the pillars of equity and diversity into their performance programs and research to drive performance.

SYMPOSIUM SUMMARY
by Dr Georgia Munro-Cook

Keynote: Winning Medals with Equity and Diversity

Our keynote address for Winning Medals with Equity and Diversity was provided by Natalie Charlton. Natalie is the current Pathway Specialist for Paralympics Australia, with a legacy of building and delivering a variety of sports programs from grassroots community development through to performance pathways.

Natalie discussed the importance of thinking inclusively to ensure we meet our medal targets for Brisbane 2032. At the moment, we do not have enough athletes at the bottom of the talent pipeline or the sporting environments for athletes to grow and developments. By accessing a broader demographic of people and opening our sport system to everyone, we can grow our talent pool, but it is essential to create environments that centre athletes and their needs. Natalie provided her experience with the Northern Territory Sports Academy: Para Futures Program as an example of good practice.

https://youtu.be/M8Ohj6ZElRo

Gender Inequity and Paralympic Sport

Dr Georgia Munro-Cook presented on the importance of gender equity and Paralympic Sport. Georgia has successfully represented Australia in Wheelchair Basketball and is now a champion of promoting intersectional approaches to create positive experiences for women in disability sport.

Georgia pointed out the gender disparities on the Australian Paralympic team, which only comprised of 44% women, much lower than the Olympic team which had 55.9% women athletes. She discussed some of what makes para-sport more difficult for women, including poor pathways, fast-tracked development, mixed-gender training and games, challenges with coaches, and the role of the media.

https://youtu.be/xLotCMwpVqA

Optimising Performance and Participation for Indigenous and CALD athletes

Dr Kerry Hall gave us an insight into how Indigenous ways of learning can created culturally safe spaces in para-sport. Dr Hall offered a way of transforming sport cultures to centre athlete voice and ensure cultural safety. Dr Hall is a proud descendant of the Kuku Thaypan, Kuku Warra and Lama Lama Peoples from Cape York Peninsula, whose work aims to address access, engagement and inequity issues specific to First Nations Peoples through collaboration and prioritising community voices and perspectives.

Dr Diti Bhattachyarya revealed some of the issues that face Culturally and Linguistically Diverse (CALD) people in sport. She challenged the taken-for-granted assumptions organisations have about CALD diverse people, for example, the notion that CALD athletes are expected to be role models. Instead, she stressed the importance of cultural safety. Dr Bhattachyarya’s research relates to how sporting practices and fitness cultures can be used as a social conduit through which marginalised communities experience a sense of belonging and community.

https://youtu.be/BKfDvkmG7LA

Paradox of Equity, Diversity and Inclusion in Paralympic Classification

Professor Sean Tweedy is the Principal Investigator for the International Paralympic Committee’s Classification Research and Development Centre. He works to develop best practice and evidence-based methods for allocating athletes to classed. Professor Tweedy gave an excellent overview of why classification is important to enable para-sport, even if it is sometimes exclusive.

https://youtu.be/VH9TwFCqcKc

Equity and Design Thinking in Technology

Laurent Frossard is a bionic limb specialist passionate about developing ground-breaking prosthetic solutions. Laurent discussed how technology like bionic limbs can be both inclusive—allowing people with disability to engage with sport—and exclusive, as their incredible expense benefits high-income countries.

Matt McShane is an Australian Paralympian and an Industrial Designer with a passion for co-designing technologies to improve the lives of individuals with a disability. Matt again emphasised the inequities in access to technology, while also stressing the importance of centreing the athlete voice in technology design.

https://youtu.be/fx-Y3wNtpn8

Panel Discussion

We had a fantastic panel discussion in which Michael Dobbie-Bridges, Robyn Smith, and Ben Newton had an illuminating debate centred around the following questions:

• How can we create a cohesive sport system and strong pathways for para-athletes by centring inclusion?
• How do inclusion and equity factor into our legacy planning?
• What is the role of policy in driving inclusion and equity?
• Brisbane 2032 – quality or quantity?

Michael Dobbie-Bridges is a celebrated Paralympian, representing Australia in wheelchair tennis. In addition to Michael’s considerable sporting achievements, he is an advocate for promoting inclusion and support for individuals with a disability, across multiple sectors including health care and employment opportunities and wheelchair sports. His expertise includes high-level policy development and driving meaningful change within the government administration industry.

Robyn Smith has worked at the National level in Sports Administration for the past 3 decades as Chief Executive Officer of Sport Inclusion Australia. Her role includes working closely with Government Agencies, Paralympics Australia and National Sporting Organisations, including School Sport Australia to develop appropriate inclusive services and opportunities for athletes with an impairment into the mainstream community. In 2022, Robyn was awarded the Medal of the Order of Australia for services to people with disability through sport.

Ben Newton is a respected Paralympian, coach, and accessibility advocate. He represented Australia in wheelchair rugby for two decades. In 2014 Ben was awarded a Medal of the Order of Australia for services to sport and is now Head Coach of the Queensland Academy of Sport High Performance Program and Assistant Coach for the Australian Steelers Development Program. Prior to his coaching roles Ben worked at Queensland Rail for ten years as the Principal Accessibility Adviser.

https://youtu.be/i4mpHQjtMKM

Wrap Up

In the last session of the day, to provide concluding remarks we invited Simone Fullagar on behalf of Griffith Inclusive Futures and Brendan Burkett on behalf of Queensland Para Sport Network for Performance Enhancement and Applied Research.

https://youtu.be/kdsbx67gkgA

More information: Please contact inclusivefutures@griffith.edu.au

🌟 Celebrating Inclusive Futures and Outstanding Research! 🌟

On this International Day of People with Disability, we’re thrilled to announce the winner of the Inclusive Futures Disability Research Writing Competition 2024—a celebration of research that reimagines a world where disability is no barrier.

Judges' Choice Winner:

Ms Casey Doherty, University of Nevada, Reno, USA
Her paper, Reimagining Protest: Artivism in the Myalgic Encephalomyelitis (ME) Community, demonstrates how art and activism intersect to drive inclusion and understanding. Casey’s compelling narrative and accessible communication earned her the AUD$500 prize and a feature in our annual digital compendium.

✨ Short-listed entrants:

• Mrs Rhonda Beggs, Metro South Health
• Ms Belinda Coleman, RMIT / Aurecon
• Sarah Fulton, Redland Hospital, Metro South Health
• Dr Catherine Maitland, Australian Disability Network
• Mrs Laura Ryan, University of Queensland
• Dr Rebecca Soole, University of Queensland
• Ms Jane Wardlaw, University of Tasmania
• Mrs Louise White, Autism Centre of Excellence, Griffith University
  
  

Communicating complex research in an accessible way, is a challenging but essential skill. This competition highlights the importance of not only advancing academic knowledge, but also ensuring it reaches those who can benefit most.

We encourage all participants to continue honing their communication skills alongside their research. Accessible storytelling is a powerful tool for driving understanding and advancing disability inclusion.

A heartfelt thank you to all entrants for their impactful contributions. Together, we’re breaking barriers and building a more inclusive future. 💡

We would like to thank our sponsor The Hopkins Centre, who kindly donated the prize money, and our esteemed judges Dr Talitha Kingsmill, Dr Monique Lewis, Dr Faith Valencia-Forrester, Lisa Cox, Sara Shams and our moderator Delena Amsters.

Interested in next year’s competition? Learn more about how your research could make a difference!

Follow us on social media and join our Inclusive Futures Mailing List for updates:
https://inclusivefutures.griffith.edu.au

Visit our Inclusive Futures Hub to read the Judges’ Choice and short listed entries.

https://inclusivefutures.griffith.edu.au/inclusive-futures-research-writing-competition

For more information email: inclusivefutures@griffith.edu.au

🎉 It’s Disability Action Week 2024 (24 Nov – 1 Dec)! This year’s theme is Accessible Communication: Connect, Include, Empower.

Join us in celebrating inclusive communication for everyone! We’re excited to share some of the effective strategies and creative solutions we use at Inclusive Futures: Reimagining Disability and The Hopkins Centre, Griffith University, to make communication more accessible for all.

Did you know?

More than 1.3 billion people worldwide–including 21.4% of Australians–live with a disability or chronic health condition?

Disability results from the interaction between people with impairments and attitudinal and environmental barriers that impacts full participation in society on an equal basis with others.

Disability: The Statistics

• 16% of the world’s population or over 1.3 billion people experience some form of disability.[1]
• 21.4% of Australians or 5.5 million people experience disability and live with an impairment.[2]
• 7.6% of Australian children <15 experience some form of disability.[3]
• 650,000 people in Australia are active NDIS participants with approved plans.[4]
  
  

Accessible Communication for Everyone
Accessible communication is essential for creating a society that connects and includes everyone, regardless of ability. Clear, inclusive communication helps to ensure that information, services, and opportunities are available to all people, breaking down barriers and fostering genuine engagement in every aspect of life.

Consider your Audience
When creating content, consider the divers learning and communication needs of your audience. Accessible technologies and inclusive communication materials are essential to effectively reach and support people with disability, with approximately half of all Australians with disability reported to use some form of aid or assistive device. Further, almost 1 in 10 have experienced discrimination or unfair treatment because of their disability needs.

Accessibility for the d/Deaf and signing community
Approximately 466 million people (or 6.1% of the world’s population) are living with hearing loss. In Australia, one in six people are affected by a variety of forms of hearing loss. There are 30,000 Australian Sign Language (Auslan) users.[5]

Some ways of supporting the d/Deaf and the signing community include:

• Use subtitles and captions – preferably live captions where possible
• Use the services of an Auslan interpreter (where needed)
• Provide verbatim transcripts of live events, meetings and events
• Enable technology access
• Facilitate the use of online chats in virtual meetings (as an option) – NB: lipreading, captioning and Auslan interpreting is preferred
• Use digital whiteboards, this is especially helpful in medical settings or emergencies.
  
  

Accessibility for blind, low vision and other vision impairments

• Use large, scalable, legible fonts – preferably sans serif, upper and lower case, with high contrast such as bold and normal text
• Avoid the use of all caps, italics and underline (unless a hyperlink)
• Use clear, high contrast colours – use an accessibility colour checker
• Ensure your communication is screen reader accessible
• Use alternative (Alt) text on images and label decorative objects as such
• Use braille where possible, especially on signage in public spaces
• Provide multiple / alternate formats
• Use pattern, texture, shapes and labels rather than colour, especially on graphs, charts and diagrams
• Do not use too much red or colour, just for the sake of using colour – this is not helpful for individuals with low vision or those who are colour blind.
  
  

Communication accessibility for mobility disability

• Use accessible spaces and conduct site visits where possible
• Offer hands-free options such as lapel microphones
• Offer multiple formats e.g. print, written, audio, video and digital, depending on your target audience and their requirements
• Use assistive technologies such as speech-to-text, eye-tracking systems, adaptive keyboards, headsets and mounted devices.
  
  

Cognitive considerations

• Visual Aids – Provide visual aids, step-by-step instructions, or prompts for individuals with cognitive impairments
• Be Patient – Be patient with slower or non-verbal communicators; confirm understanding with repetition or paraphrasing
• Assistive Technologies – Use apps or devices that facilitate simple, customisable communication (e.g., ACC or communication boards)
• Avoid Special Effects – Avoid the heavy use of effects such as animation, transition, flickering or strobing in multimedia
• Use Plain Language – Use plain, straightforward language to reduce cognitive load for individuals with brain injury / processing difficulties
• Easy Read & Visual Aids – Incorporate gestures, visual aids and easy read formats to supplement standard verbal and written communication.
  
  

Design for equal access
By embracing accessible designs and tools, we create environments where everyone has equal opportunities to connect, understand, and participate fully.

• Design for accessibility and inclusion
• Use inclusive language
• Apply universal design principals
• Embrace co-design
• Test your content
• Facilitate inclusion training for your staff.

Our Commitment at Inclusive Futures and The Hopkins Centre
At Inclusive Futures: Reimagining Disability and The Hopkins Centre at Griffith University, we’re dedicated to leading the way in accessible practices. Here’s a look at some of the ways we’re advancing inclusion and accessibility:

• Developing research on communication access and tools to support diverse needs, including our new Inclusive Events Checklist.
• Integrating inclusive communication into all research projects, translation and dissemination, for example Voice of Queenslanders with Disability, ARC Adjudicating Rights for a Sustainable National Disability Insurance Scheme, and Partnership to understand Indigenous experiences of CTP.
• Hosting inclusive events and workshops, which seek to lead from the front and by example – for example our recent Hopkins Centre Bold Ideas Better Solutions Symposium and Inclusive Futures: Winning Medals with Equity and Diversity Symposium, Book Club Events and our successful Inclusivity in Play Pitch Festival.
• Engaging in projects that drive innovation in assistive communication technologies, including:
  • Potential of smartphone apps to assist people with spinal cord injury - Hopkins Centre
  • Seed Project: Development of the ROBIN (Returning hOme after Brain INjury) smart device application - Hopkins Centre
• We offer partnerships, consultation, resources, and training to support organisations in developing inclusive practices. Our programs are led by co-designers with lived experience of disability through initiatives like the Dignity Project and Inclusive Voices. Additionally, we equip the next generation of citizen researchers through our Citizen Researcher Essentials: A Short Course.

Together, we are building a world where everyone can connect, be included, and feel empowered. Discover how you can integrate accessible communication practices into your workplace, starting with small, impactful steps.

Thank you for committing to a future where communication is accessible to all.

MORE INFORMATION

For more information, collaborate or to partner with us in creating inclusive accessible content, research, projects or events, please email: inclusivefutures@griffith.edu.au or hopkinscentre@griffith.edu.au

DISCLAIMER
We use person-first language and follow the definition provided by the CRPD. However, we fully respect and support each individual’s right to use language and describe their identity in ways that feel authentic to them.

REFERENCES

We are delighted to announce that Dr. Kelsey Chapman has been awarded the winner of the prestigious Nature Award for Inclusive Health Research in partnership with Takeda for her work with The Dignity Project.

Her impactful work with the Dignity Project and Inclusive Futures: Reimagining Disability is a powerful example of how research and advocacy can come together to improve systems and services for people with disability. This recognition is well-deserved, and it speaks volumes about the impact Kelsey and her incredible team, including Angel Dixon OAM, Prof. Elizabeth Kendall AM, and many more, are making in the field.

The Dignity Project continues to challenge conventional approaches to disability research, fostering systemic changes that promote inclusivity and accessibility in healthcare. Dr. Chapman and her team's work is revolutionising how the medical community approaches disability and inclusion in health research.

This recognition from Nature, one of the world's leading scientific journals, underscores the significance of inclusive research methodologies and their potential to create lasting positive change in healthcare delivery.

We extend our warmest congratulations to Dr. Chapman and her team on this well-deserved recognition of their outstanding contributions to inclusive health research.

To learn more about this award-winning project, visit the official webpage here.

Read more about the Nature Awards and visit The Dignity Project website to find out more about Kelsey's impactful work.

Imagine you’re traveling in a country where you don’t speak the language and you order a coffee. You might get a bit tongue tied or can’t quite remember what the barista said to you. These language difficulties occur every single day for the 2 million Australians with Developmental Language Disorder (DLD).

DLD is a common but often overlooked disability, affecting 1 in 14 people globally (Norbury et al., 2016). In Australia, recent studies estimate that approximately 6.4% of children aged 10 have DLD (Calder et al., 2022). Despite its prevalence, DLD remains largely invisible, with less than 20% of Australians aware of the condition (Kim et al., 2022). This lack of awareness contributes to stigma, leaving many with DLD feeling isolated and unsupported.

DLD is a lifelong, neurodevelopmental condition that impacts the ability to understand and use language, often hindering educational and employment opportunities (Cronin, 2017). Unlike some other conditions, people with DLD do not look different to their peers, which can make it challenging to diagnose and even harder to advocate for necessary support.

A Call for Greater Awareness and Support

The international consensus on DLD, established by the CATALISE consortium, emphasises the need for unified terminology and greater public awareness (Bishop et al., 2016; Bishop et al., 2017). While DLD is recognised as a neurodevelopmental disorder in the World Health Organization's ICD-11, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) still uses the outdated term "Language Disorder," with narrower criteria. This inconsistency complicates public understanding and hampers efforts to secure appropriate support for individuals with DLD (McGregor, 2020).

In Australia, Speech Pathology Australia has endorsed the term DLD, but challenges remain in ensuring individuals receive the intervention and support they need. Diagnosis often occurs only when children reach school age, and inconsistent access to speech pathology services across states makes it difficult for families to get timely help (Calder et al., 2022).

Challenges in Education and Employment

For children with DLD, early and consistent intervention is crucial. Without it, they are at higher risk of experiencing difficulties in reading, spelling, and mathematics. Statistics reveal that students with DLD are six times more likely to struggle with these skills, putting them at a disadvantage in the classroom (Young et al., 2002).

Dr Shaun Ziegenfusz (Lecturer, School of Health Sciences and Social Work) has investigated the educational needs and supports of school-aged students with DLD in Australia during his recently completed doctorate. He found students with DLD face challenges across the entire school curriculum, particularly in literacy and numeracy (Ziegenfusz et al., 2022). A national survey involving teachers, allied health professionals, and parents/caregivers highlighted that literacy, behaviour, and communication were the most significant areas of need for students with DLD. To address these challenges, participants suggested that additional time, visual supports, and individualised approaches would be beneficial. Teenagers with DLD echoed these sentiments, identifying literacy and numeracy as their biggest areas of need. They also agreed with the suggested supports from adults but emphasised the potential benefits of integrating technology into their learning experience. In response to teacher feedback, Shaun developed a 90-minute webinar which enhanced teachers’ knowledge, promoted supportive attitudes, and encouraged the use of evidence-based educational practices when working with students with DLD.

The long-term impacts of DLD extend beyond education. Adults with DLD are twice as likely to go over a year without employment compared to their peers (Law et al., 2009). This disparity highlights the need for better support systems that provide targeted skills development and workplace accommodations to ensure that people with DLD can thrive in professional environments.

The Push for National Support

Currently, DLD is not included on the National Disability Insurance Scheme (NDIS) lists, which makes it challenging for individuals with DLD to access comprehensive support. For example, more than 200,000 Autistic individuals (<1% of the population) access the NDIS compared to 150 DLD individuals. Advocates argue that inclusion in the NDIS would streamline access to resources, reducing the burden on families and ensuring those with DLD receive the necessary support to reach their potential.

Speech pathologists, psychologists, and educators stress the importance of a multidisciplinary approach to intervention, particularly for children in school settings (Toseeb et al., 2017). Adjustments and accommodations to learning and assessment in the classroom are essential for helping students with DLD succeed academically. For adults, ongoing access to speech pathology services and other therapies can improve communication skills, enhance employability, and reduce social isolation often associated with DLD.

Looking to the Future

Advocates and researchers recommend several steps to improve outcomes for those with DLD:

1. Increased Awareness Campaigns: Public health initiatives should aim to educate the public about DLD to reduce stigma and increase understanding.
2. Improved Access to Support Services: A unified funding approach in Australia would help ensure individuals with DLD receive adequate speech pathology services, exceeding the current limit of five subsidised sessions under the Chronic Disease Management plan.
3. Education and Training for Professionals: Training educators, GPs, and NDIS planners in recognizing and supporting DLD is vital to creating a more inclusive environment for those affected.
4. Research Funding: More funding is needed to understand the long-term impacts of DLD and to develop effective interventions that can be implemented across different stages of life (McGregor et al., 2020).

Conclusion

DLD is a hidden disability that affects many Australians, yet awareness and support remain insufficient. By addressing these gaps through education, improved access to services, and policy changes, Australia can foster a more inclusive society where individuals with DLD are empowered to achieve their goals. Positive disability inclusion is about recognizing invisible challenges like DLD and ensuring that those affected are given every opportunity to thrive.

Getting involved in DLD this 18 October and “Speak Up for DLD”. Visit TheDLDProject.com and RADLD.org to find out more. By participating, you can empower people with DLD to live a life of their own choosing.

DLD - Fast Facts

References

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & Schiller, N. O. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS ONE, 11(7).

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2017). Phase 2 of CATALISE: a Multinational and multidisciplinary Delphi consensus study of problems with language development: terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080. https://doi.org/10.1111/jcpp.12721

Calder, S. D., Brennan‐Jones, C. G., Robinson, M., Whitehouse, A., & Hill, E. (2022). The prevalence of and potential risk factors for developmental language disorder at 10 years in the Raine Study. Journal of Paediatrics and Child Health, 58(11), 2044-2050. https://doi.org/10.1111/jpc.16149

Conti‐Ramsden, G., Durkin, K., Toseeb, U., Botting, N., & Pickles, A. (2018). Education and employment outcomes of young adults with a history of developmental language disorder. International Journal of Language & Communication Disorders, 53(2), 237-255. https://doi.org/10.1111/1460-6984.12338

Cronin, P., Reeve, R., McCabe, P., Viney, R., & Goodall, S. (2017). The impact of childhood language difficulties on healthcare costs from 4 to 13 years: Australian longitudinal study. International Journal of Speech-Language Pathology, 19(4), 381-391. https://doi.org/10.1080/17549507.2016.1216599

Kim, J.-H., Davies, B., & Xu Rattanasone, N. (2023). Have You Heard of Developmental Language Disorder? An Online Survey. Communication Disorders Quarterly, 44(4), 228-238. https://doi.org/10.1177/15257401221115822

Law, J., Dennis, J. A., & Charlton, J. J. V. (2017). Speech and language therapy interventions for children with primary speech and/or language disorders. Cochrane Database of Systematic Reviews(1).https://doi.org/10.1002/14651858.CD012490

Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research, 52(6), 1401-1416. https://doi.org/10.1044/1092-4388(2009/08-0142)

McGregor, K. K. (2020). How we fail children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 51(4), 981-992. https://doi.org/10.1044/2020_LSHSS-20-00003

Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247-1257. https://doi.org/10.1111/jcpp.12573

Toseeb, U., Pickles, A., Durkin, K., Botting, N., & Conti-Ramsden, G. (2017). Prosociality from early adolescence to young adulthood: A longitudinal study of individuals with a history of language impairment. Research in Developmental Disabilities, 62, 148–159. https://doi.org/10.1016/j.ridd.2017.01.018

Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., & Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. Journal of Child Psychology and Psychiatry, 43(5), 635-645. https://doi.org/10.1111/1469-7610.00052

Ziegenfusz, S., Paynter, J., Flückiger, B., & Westerveld, M. F. (2022). A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder. Autism & developmental language impairments, 7, 1-33. https://doi.org/10.1177/23969415221099397

Research reimagining a world where disability is not a barrier.

Supported by The Hopkins Centre, Griffith University

What is the Inclusive Futures Writing Competition?

We are asking researchers to write about their research that contributes to an inclusive future for all. Entries must be written in easy-to-understand language and tell a compelling story about published or in-progress research that positively impacts the lives of people with disability.

Who can enter the competition?

The competition is open to individuals, not groups. To enter the competition, you must be a principal or associate investigator on the research you are writing about.

How do I enter the competition?

Register to enter the competition through the online entry form: https://forms.office.com/r/g3TEWh5frW.

Entries are to be submitted via email to: inclusivefutures@griffith.edu.au

You will be required to provide:

• a photograph of yourself suitable for publication (headshot)
• a biography of 60 to 80 words
• a written piece about your research of 700 to 800 words, submitted as an Microsoft Word document
• a copyright-free image that complements your written piece (optional)
• some details about the research you are writing about e.g. ethics approval number, citation of a published article, funding acknowledgement, name of chief investigator–if this isn’t you.

What do I include in the written piece?

Your written piece should:

• explain your research (or a specific aspect of your research)
• describe how your research will impact the lives of people with disability and contribute to an inclusive future for all
• explain why readers should care about your research.

What writing style do I use?

• Using plain language, your piece should target a non-scientific audience.
• A narrative or storytelling style that engages readers is preferred.
• Avoid exaggeration and overreach. Be open, honest and realistic.
• For guidelines on the use of Artificial intelligence (AI) please refer to the Inclusive Futures Research Writing Competition 'Terms and Conditions'.

When does the competition close, and when will the winner be announced?

Entries open Wednesday 23 October and close on Friday 22 November.

The winning entry will be announced on International Day of People with Disability, Tuesday, 3 December 2024.

How will my entry be judged?

Members of a judging panel will independently score entries.

The panel will consider:

• Has the writer explained the research in a way that is easy to understand?
• Has the writer made a clear case for how the research positively impacts the lives of people with disabilities and contributes to an inclusive future for all?
• Does the writer explain why the reader should care about the research?
• Is the piece compelling to read?

The judges are:

• Person (expert by experience)
• Person (expert by experience)
• Person (writing/journalism background)
• Person (professional in the disability and rehabilitation area)

What is the prize?

All short-listed entries will be published in ‘Research for Inclusive Futures’, a digital compendium prepared and hosted by Inclusive Futures, Griffith University. The compendium will be freely available and widely shared.

The entry voted the best by the judging panel will receive an AUD$500 cash prize and acknowledgement as the ‘Judges Choice’.

Please read the Terms and Conditions and Frequently Asked Questions (FAQ) documents on our website for more detailed information.

If you have any questions, please email inclusivefutures@griffith.edu.au

More information

Find out more and access all supporting documents on our website or by scanning the QR code below.

Paralympics Australia and the Australian Institute of Sport are on the hunt for talented athletes with disability who dream of competing at the highest level. Whether you're passionate about sports, exercise, or already competing, this could be your moment to shine! 🌟

If you're 13 or older on or before 31 December 2024, why not see if you have what it takes to be a future Paralympian?

Wheelchair athletes for 100m to marathon events are in high demand, as well as seated throw athletes (discus, shot put, javelin, and club throw).

Don’t miss out on this incredible opportunity!

Find out more about The Start Line Program: https://www.paralympic.org.au/the-start-line/

Read more: https://www.paralympic.org.au/2023/08/australian-government-boosts-paralympians-talent-search-for-brisbane-2032/

👉 Apply now! Fill out the form via the link below and share this exciting news with your friends, family, and networks. Let's make dreams happen! 💫

Talent Search: https://shorturl.at/l5Grm

We're thrilled to congratulate our Director, Professor Elizabeth Kendall, on being appointed a Member of the Order of Australia (AM) in the King’s Birthday 2024 Honours List!

On 19 September, Elizabeth attended the Government House Investiture Ceremony, where she was presented with this prestigious award by Her Excellency, the Honourable Dr Jeannette Young, Governor of Queensland.

For over 40 years, Elizabeth has been a trailblazer in disability and rehabilitation research, making groundbreaking contributions that have truly transformed lives. Her leadership at The Hopkins Centre and Griffith University’s Inclusive Futures: Reimagining Disability has driven impactful, user-centered research and policy reforms, all while mentoring the next generation of researchers.

We're incredibly proud of Elizabeth's tireless advocacy and commitment to creating a more inclusive world. This recognition is so well-deserved!

Griffith Inclusive Futures, a proud member of the Queensland Para Sport Network for Performance Enhancement and Applied Research (QPSN) is thrilled to host:

Winning Medals with Equity and Diversity: A symposium championing equity and diversity in Paralympic sports

Friday, 8 November 2024, 9 am–3:30 pm, Online Event

This symposium, hosted by Griffith University’s Inclusive Futures: Reimagining Disability, as a member of the Queensland Para Sport Network, brings together interdisciplinary researchers, community partners, and athletes to amplify the vital role equity and diversity can play in improving the performance of Paralympic teams and enabling athletes to compete at the highest possible standard.

The symposium will explore equity and diversity in elite paralympic sport through the lens of exercise and sport science, social justice, tourism and leisure, sport management, disability rehabilitation and inclusion. Building toward the Brisbane Olympic and Paralympic Games in 2032, this is a key opportunity for participants to incorporate the pillars of equity and diversity into their performance programs and research to drive performance.

EVENT SCHEDULE

9.00 am – 9:10 am
Opening Remarks/ Housekeeping
Master of Ceremonies: Ella Sablijak

9:10 am - 9.40 am
Keynote Introduction: Winning Medals with Equity and Diversity
Presenter: Natalie Charlton

9:40 am - 9:50 am
Questions

9:50 am – 10:00 am
10-minute break

10.00 am – 12.30 pm
Performance Priorities Lightning Round

10:00 am – 10:25 am
Gender Equity and Paralympic Sport
Presenters: Dr Georgia Munro-Cook and A/Prof. Adele Pavlidis

10:25 am – 10:30 am
Questions

10:30 am – 10:55 am
Optimising Participation and Performance for First Nations and CALD Athletes
Presenter: Dr Kerry Hall and Dr Diti Bhattacharya

10:55 am – 11:00 am
Questions

11:00 am – 11:25 am
The Paradox of Equity, Diversity and Inclusion in Paralympic Classification
Presenter: Prof. Sean Tweedy

11:25 am – 11:30 am
Questions

11:30 am – 11:55 am
Equity and Design Thinking in Technology Innovation for Improved Performance
Presenters: Prof. Laurent Fossard and Matthew McShane

11:55 am – 12:00 pm
Questions

12:00 pm – 12:25 pm
Creating Environments to Optimise Performance of Athletes with High Support Needs
Presenters: Sharon Hill and Rachel Watson

12:25 pm – 12:30 pm
Questions

12:30 pm – 1:15 pm
45-minute lunch break

1:15 pm – 1:30 pm
Performance priority poll

1.30 pm – 3.00 pm
Panel Discussion: “Ethical Decision Making - Inclusion Versus Equity?”
Panel Members: Michael Dobbie-Bridges; Ben Newton; Robyn Smith

• How can we create a cohesive sport system and strong pathways for para-athletes by centring inclusion?
• How do inclusion and equity factor into our legacy planning?
• What is the role of policy in driving inclusion and equity?
• Brisbane 2032 – quality or quantity?

3.00 pm–3.30 pm
Closing remarks: Best Practice in Equity and Diversity to Drive Performance / Building Environments to Optimise Performance
Presenters: Prof. Simone Fullagar and Prof. Brendan Burkett

3.30 pm
Event concludes
Concluding poll

MEET OUR SPEAKERS

Meet our Master of Ceremonies — Ella Sablijak
Fresh off her bronze medal performance with the Australian Steelers, Ella has graciously agreed to be the Master of Ceremony for our symposium. Ella has more than 15 years’ experience in elite sport at an international level – representing Australia in both Basketball and Wheelchair Rugby. She is the current Education Manager for Paralympics Australia, with positions on the International Wheelchair Basketball Federation (IWBF) Athlete Steering Committee, Paralympics Australia’s Athlete Commission and WADA’s Athlete Committee.

Gender Equity and Paralympic Sport
Presenters: Dr Georgia Munro-Cook and A/Prof. Adele Pavlidis

During our Performance Priorities Lightening Round we will be discussing the important issue of gender equity and paralympic sport. Our presenters on this topic are Dr Geogia Munro-Cook and A/Prof. Adele Pavlidis, from the Sport and Gender Equity Research Hub. Georgia has successfully represented Australia in Wheelchair Basketball and is now a champion of promoting intersectional approaches to promoting positive experiences for women in disability sport. Adele’s work focuses on gender and power relations, specifically connecting social, cultural and health concepts in sport to drive inclusion. She is currently leading an international team to investigate mega-sport event sport participation legacies and experimenting with ways of co-creating knowledge with girls, women and non-binary people.

Optimising Participation and Performance for First Nations and Culturally and Linguistically Diverse Athletes
Presenters: Dr Kerry Hall and Dr Diti Bhattacharya

During our Performance Priorities Lightening Round we will be discussing how to optimising participation and performance for First Nations and Culturally and Linguistically Diverse Athletes. Tackling this important issue is Dr Kerry Hall and Dr Diti Bhattacharya. Dr Kerry Hall is a proud descendant of the Kuku Thaypan, Kuku Warra and Lama Lama Peoples from Cape York Peninsula. Her work aims to address access, engagement and inequity issues specific to First Nations Peoples through collaboration and prioritising community voices and perspectives. Dr Diti Bhattachyarya’s research relates to how sporting practices and fitness cultures can be used as a social conduit through which marginalised communities as experience a sense of belonging and community. Her current expertise in sporting geographies and social inclusion is being applied to her Postdoctoral Research Fellow role working on an ARC Discovery Project titled 'Engaging Outsiders in Sport: Transforming Major Sport Event Legacy Planning Through a Co-Creation Approach'.

The Paradox of Equity, Diversity and Inclusion in Paralympic Classification
Presenter: Prof. Sean Tweedy

During our Performance Priorities Lightening Round we will be discussing the balance between equity, inclusion and fair competition during our “Paradox of Equity, Diversity and Inclusion in Paralympic Classification” session. We are very fortunate to have Professor Sean Tweedy, the Principal Investigator for the International Paralympic Committee’s Classification Research and Development Centre (physical impairments) available to reflect on his decades long career developing best practice and evidence-based methods for allocating athletes to classes. Sean leads the Para Sport and Adapted Physical Activity Research Group in the School of Human Movement and Nutrition Sciences, University of Queensland and is a proud member of the Queensland Para Sport Network for Performance Enhancement and Applied Research board.

Equity and Design Thinking in Technology Innovation for Improved Performance
Presenters: Prof. Laurent Fossard and Matthew McShane

Technology has unlimited potential to optimise performance – it also has the potential to create inequities due to issues with access, acceptability and affordability. During our Performance Priorities Lightening Round we will be discussing Equity and Design Thinking in Technology Innovation for Improved Performance. Tackling this important issue is Laurent Frossard and Matt McShane. Laurent is a bionic limbs scientist passionate about developing ground-breaking prosthetic solutions to improve life of individuals suffering from limb loss. Prof Frossard was the Sport Biomechanist for the Australian Para-athletic team between the Sydney 2000 and Beijing 2008 Paralympic games. Internationally recognised as independent expert, he approaches bionic solutions from an all-rounded perspective integrating prosthetic biomechanics, clinical benefits, service delivery and health economics. Matt is an Industrial Designer with a passion for co-designing technologies to improve the lives of individuals with a disability. He is an Australian Paralympian and World Champion with more than 8 years’ experience in elite sport.

Creating Environments to Optimise Performance of Athletes with High Support Needs
Presenters: Sharon Hill and Rachel Watson

An individual’s environment can either be a positive and enabling force or a barrier for participation and performance. So how do we ensure an individual’s environment enables maximal participation, particularly for individuals with high support needs? Tackling this important issue is Sharon Hill. Sharon Hill is a volunteer who is passionate about driving the expansion of inclusive sport on the Sunshine Coast through Reverse Inclusion to encourage more social interaction between able-bodied people and those with disabilities. Sharon is a recipient of an Honorary Senior Fellow Award from the University of the Sunshine Coast for her dedication to inclusive sport. Sharon has tripled the Suncoast Spinners membership and created opportunities to employ people with disabilities for programs such as coaching local school children to play wheelchair basketball irrespective of their abilities.

SAVE THE DATE

Friday, 8 November 2024
9 am–3.30 pm

The symposium will be hosted online on Microsoft Teams.

This is an accessible event with live captions. Auslan interpreting is available upon request.

Register now: https://forms.office.com/r/LBHEY9iktm

CONTACT US

Inclusive Futures: Reimagining Disability
inclusivefutures@griffith.edu.au

Dr Kelly Clanchy
Program Director – Bachelor of Clinical Exercise Physiology
Griffith University
k.clanchy@griffith.edu.au