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Disability Action Week 2024 – Accessible communication: connect, include and empower
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🎉 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 million 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:
- 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 INFORMATIONFor 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
REFERENCES[1] The World Health Organisation, 2024.
[2] Australian Bureau of Statistics, 2022.
[3] Queensland Government, 2024.
[4] NDIS, 2024.
[5] Australian Bureau of Statistics, 2022.
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Disability Inclusion Author Talk Series Mary Li and Sophie – Navigating Hearing Loss
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Mary Li together with Inclusive Futures Book Club and Author Talk host Dr. Maretta MannOn Wednesday, April 3, 2024, the Inclusive Futures Book Club hosted author Mary Li for an insightful conversation with Dr. Maretta Mann. The discussion delved into Mary’s remarkable dancing career, her marriage to Li Cunxin AO, and the challenges faced by her daughter, Sophie, who was diagnosed as profoundly deaf at 17 months. They explored career decisions, the absence of role models, and the complexities of education and social interactions. Mary and Sophie’s journey, navigating both the hearing and deaf worlds, provided a powerful narrative of resilience and adaptation.
An Unlikely Beginning
Author Mary Li and Inclusive Futures Author Talk host Dr. Maretta Mann Mary Li’s memoir traces her journey from Rockhampton, Australia, where she grew up as Mary McKendry—one of eight children. Despite an unconventional start, Mary’s innate musicality drew her to ballet. She recalls, “The minute I walked into the studio at eight years old, and I could hear the music, I was lifted to another world.” Her teacher recognised her potential, leading to an invitation to the Royal Ballet School in London at age 16.
Mary Li and her dance partner and husband Li Cunxin OAM dance Swan Lake Mary’s Dancing Career
Mary joined the London Festival Ballet (now the English National Ballet) in 1977. As she ascended the ranks, she danced principal roles in classical ballets, collaborated with renowned choreographers, and performed on international stages. One of many highlights was visiting China in the early 1980s—a ground-breaking experience.
A Shocking Diagnosis
In 1989, Mary Li and her husband, Li Cunxin AO, welcomed their daughter, Sophie. Newborn hearing screening wasn’t routine then, but after noticing Sophie’s lack of reaction to a popping balloon, they booked a hearing test. The diagnosis—profound deafness—shocked them both. Mary immediately thought of Helen Keller’s experience. Despite advancements, the shock remains significant for parents. Mary made an early decision: she would give up her dancing career to ensure Sophie had equal opportunities.
Finding a Way for Sophie
Mary described that at the time (1990s) there was no internet, and no role models in her life that would help parents to support their deaf children. Sign language was not really presented as a viable option. She fortunately met one wonderful speech therapist who also had a child with disability. “She was the one that looked at me in the room and said “you know, you can help her”… she was amazing.” But healthcare and support weren’t coordinated, and parents had to find their own way.
Challenging Social Situations
In social situations, Mary faced challenges related to her daughter Sophie’s hearing loss. At a Mother’s Group, comparing Sophie’s speech development with other children highlighted the differences. Sophie missed social conversations without Mary as her interpreter. Birthday celebrations were exhausting, but a thoughtful friend organised a small party for Sophie. As Sophie entered her teenage years, group situations became even more difficult—never being privy to secrets and missing out on conversations affected her confidence profoundly.
Mother as Teacher
Mary took every opportunity to teach Sophie to speak. “Even in the bath tub I put on her hearing aids because she was still… Instead of making individual lessons I just talked all day about everything that was around me.” She spoke about a revelation when Sophie was about four years old that she would need to teach Sophie how to think, because this is very difficult to do without the language. This is when she decided to investigate a cochlear implant.
Navigating School and University
Mary shared the difficulty in finding a good school for Sophie. She tried out a specialist school for deaf children, and mainstream schools (in both Australia and the USA). She wanted Sophie to have a good education but also for Sophie to experience social situations. None of the school experiences were perfect. Later Sophie went to university, and that presented challenges as well. Even if there were Auslan (Australian Sign Language) interpreters, sometimes they wouldn’t be available for particular classes.
Sophie and Dancing
Mary spoke about the benefits that Sophie has had from doing dancing. First, it was a new opportunity, and this extended Sophie’s opportunity to learn new words from being immersed in different situations. She said that when you have a hearing-impaired child you worry about background noise, so basketball is out. But in a ballet studio the children have to be quiet and listen to the teacher. So, in a way Sophie was having speech therapy without knowing it. Interestingly, she was also very expressive and musical. She ended up doing a year 12 dance, and she was one of the top 5% in the state. She was particularly good at tap dancing, and Mary said this is a great form of dance for Deaf children.
Cochlear Implants: A Dual Perspective
Mary acknowledges that cochlear implants have significantly transformed Sophie’s life, but they come with limitations. Sophie now communicates using Auslan and benefits from the implants, straddling both the hearing and deaf worlds. However, Sophie’s first implant failed due to a software glitch, leading to a second surgery after 26 years.
Sophie’s reality remains unchanged—she goes to bed deaf and wakes up the same way. Yet, the implant acts as a powerful tool, akin to putting on glasses.
Nowadays, in her mentoring role, Sophie emphasises confidence-building. Many individuals with implants or hearing loss struggle with confidence, but Sophie guides them toward reclaiming it. Whether in the workforce or daily life, she empowers others to overcome barriers and find their voice.
Where is Sophie Now?
Mary told us a bit about what Sophie has been doing since her book was published in 2020. Amongst many exciting developments, Sophie has invented a subscription-based global online signing dictionary called Sign How, as well as a signing app.
Resources:
· To read the full story, purchase Mary’s Last Dance by Mary Li online.
· Learn about Sophie’s Sign How dictionary.
This condensed account was written by Dr Maretta Mann, Strategic Development Manager, and host of the Book Club at Inclusive Futures: Reimagining Disability.
Dr Maretta Mann and Mary Li -
Disability Inclusion Author Talk Series: A conversation with Mary Li - Principal Repétitéur and Ballet Mistress with the Queensland Ballet and author of Mary’s Last Dance.
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Inclusive Futures: Reimagining Disability invites you to attend our Author Talk event with esteemed guest Mary Li (author of Mary’s Last Dance), hosted by Dr Maretta Mann.
Mary Li (née McKendry) principal repétitéur at the Queensland Ballet, faced a unique challenge when her daughter, Sophie, was diagnosed as profoundly deaf at 17 months. Mary, a former principal dancer with the London Festival Ballet (English National Ballet), shifted her focus to support Sophie’s journey, juggling speech therapy and adapting her busy ballet schedule.
Sophie, determined to navigate the hearing world, learned to lip-read, received a cochlear implant, and embraced mainstream education. As a young woman, she discovered Auslan, enhancing her language skills and boosting confidence. Reflecting on Sophie’s journey after completing her memoir, “Mary’s Last Dance”, the entire family embraced Auslan, deepening their bond.
Born in Rockhampton, Queensland, Mary Li’s illustrious ballet career includes stints with the Royal Ballet and Houston Ballet. Returning to Australia, she spent a decade with the Australian Ballet before joining theQueensland Ballet as Principal Repétitéur. Alongside her husband Li Cunxin AO (https://licunxin.com), the artistic director, they elevated the company’s global standing.
Mary’s resilience, a hallmark of her ballet career, proved crucial in navigating and ultimately embracing her child’s disability. Her story, a fusion of ballet and family strength, exemplifies courage, determination, and unwavering will.
Find out more about Mary Li and her book “Mary’s Last Dance” at https://www.penguin.com.au/authors/mary-li
Visit Sophie Li’s website https://www.sophieli.com.au.
Event Details
Wednesday, 3 April 2024, 11.30 am–1.30 pm
Queensland Conservatorium (QCGU) Foyer, S01
Southbank Campus, Griffith University
Access a venue map on this link or visit https://www.griffith.edu.au/__data/assets/pdf_file/0023/361670/South-Bank-campus-map.pdfRSVP
Please confirm your attendance before:
Thursday, 21 March 2024
Click here to register your attendance or visit: https://forms.office.com/r/gLhhR3iV7mAlternatively register via the QR Code below.
Contact us
Inclusive Futures: Reimagining Disability
inclusivefutures@griffith.edu.au -
Dedicated Deaf Space creates greater community inclusion
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Griffith University has launched the Deaf Space, a dedicated and safe environment for Deaf students.
The space is fitted with features like visual smoke alarms and door-bell lights, catering to the needs of Deaf and hard-of-hearing individuals. With a range of facilities, including one-on-one tutoring and private study areas, the Deaf Space fosters community, allowing students to study, watch online sessions with interpreters and gather as a group.
Moreover, the Deaf Space serves as a base for the Deaf Student Support Program (DSSP), providing services such as professional support, Auslan interpreters, captioning services, access to assistive listening devices and transcription services.The initiative promotes accessibility and inclusivity for Deaf students, and many graduates plan to teach Auslan as a second language in Queensland schools, meeting society's ever-increasing demand for interpreters.
Read article in full:
https://www.bursar.live/uni-tafe/dedicated-deaf-space-creates-greater-community-inclusion-7154
For more information, contact Cathy Easte, Student Disability and Accessibility Manager on c.easte@griffith.edu.au
Cathy Easte, Student Disability and Accessibility Manager, Griffith Universit