Category Disability   Show all

  • Exploring Love and Disability: New Research by Dr. Marita Heck

    Share Exploring Love and Disability: New Research by Dr. Marita Heck on Facebook Share Exploring Love and Disability: New Research by Dr. Marita Heck on Twitter Share Exploring Love and Disability: New Research by Dr. Marita Heck on Linkedin Email Exploring Love and Disability: New Research by Dr. Marita Heck link
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    Dr. Marita Heck, a young white woman with long, curly brown hair, smiles warmly at the camera. An inset features the cover of her novel, Secret Forces, depicting a man with his bare upper back facing a woman with long hair, standing against a striking horizon.Dr. Marita Heck, Adjunct Research Fellow, The Hopkins Centre

    Discover groundbreaking insights into how individuals with disability navigate intimate relationships in Dr. Marita Heck's latest study. As an Adjunct Research Fellow at The Hopkins Centre, Dr. Heck combines her extensive experience as a nurse, midwife, and Sexual Quality of Life Support Clinician to shed light on this important topic. She is also the author of Secret Forces, a compelling novel that delves into the complexities of life after a spinal cord injury.

    Read:https://dx.doi.org/10.1037/rep0000573

    For more resources and support on sexual well-being for people with disability, visit the Sex Positive Community at https://www.sexpositivecommunity.com.

    Join the conversation and help break down barriers surrounding love and disability. Share your thoughts and experiences with us!

    Citation:
    Ireland, B., Pebdani, R. N., Heck, M., Mudholkar, A., & Verdonck, M. (2024). Sex-positive sexuality post- spinal cord injury: A systematic review and qualitative metasynthesis. Rehabilitation Psychology. Advance online publication. https://dx.doi.org/10.1037/rep0000573

    More information:

    Dr Marita Heck Phd, MMid (RM), BNS (RN)
    Adjunt Research Fellow
    The Hopkins Centre
    Griffith University

    marita.heck@griffith.edu.au

    https://www.linkedin.com/in/dr-marita-heck-phd-591957310/

  • Empowering Health Communication: Co-Designing with People with Disability

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    Montage of images from the Disability Reform Summit 2024, featuring diverse people with disability collaborating with academics and researchers to co-design innovative solutions for a more inclusive future. Griffith Inclusive Futures: Reimagining Disability Logo (bottom right corner).

    📚 Authors: Dr Kelsey Chapman, Dr Connie Allen, Prof. Elizabeth Kendall AM GAICD
    📅 Published: 9 February 2025
    📖 Journal: Journal of Health Communication
    🔗 DOI: https://doi.org/10.1080/10810730.2025.2462679

    How can we make health communication truly inclusive? A recent scoping review by Inclusive Futures: Reimagining Disability researchers explores the power of co-designing health initiatives with people with disability—not just for them.

    Key Insights:

    Inclusive Participation: Engaging people with disabilities from the outset ensures their voices shape accessible, effective health communications.

    Diverse Methods: From workshops and focus groups to participatory action research, different co-design approaches foster genuine collaboration.

    Enhanced Outcomes: Inclusive approaches improve the quality of health information, empower participants, and build trust in health initiatives.

    This research reinforces that co-design isn’t just best practice—it’s essential. When health communication is built with the community, it becomes more impactful, equitable, and transformative.

    More Information:

    Dr Kelsey Chapman
    Inclusive Futures: Reimagining Disability
    Griffith University
    k.chapman@griffith.edu.au

    Prof. Elizabeth Kendall AM GAICD
    e.kendall@griffith.edu.au

    Montage of images from the Disability Reform Summit 2024, featuring diverse people with disability collaborating with academics and researchers to co-design innovative solutions for a more inclusive future. Griffith Inclusive Futures: Reimagining Disability Logo (bottom right corner).



  • Exciting Start to 2025 with QDRN!

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    A collage of photos showcasing the diverse membership of the Queensland Disability Research Network (QDRN).

    Happy New Year! We're thrilled to bring you the first Queensland Disability Research Network (QDRN) update for 2025.


    A big thank you to everyone who expressed interest in serving on the 2025 QDRN Advisory Group and Sector Stakeholder Committee. Your support drives our mission to foster impactful disability research and inclusive collaboration.


    We’re proud to announce the members of these groups, representing diverse expertise and lived experience:


    2025 QDRN Advisory Group


    2025 QDRN Sector Stakeholder Committee


    The QDRN unites researchers, advocates, and stakeholders to advance inclusive research through quality co-design and collaboration across Queensland universities, government, and community sectors.


    Our vision? To improve the lives and participation of people with disability through sustainable, impactful research partnerships.


    Stay tuned for updates on our work throughout the year!


    To learn more or get involved, reach out to us at qdrn@griffith.edu.au or connect directly with Dr. Talitha Kingsmill at t.kingsmill@griffith.edu.au.


    Let’s make 2025 a year of transformative progress for disability inclusion and research.

    QDRN Logo: A green background featuring a white map of Queensland with location dots representing universities involved in research. Below, the text reads 'Queensland Disability Research Network' and 'Dr. Talitha Kingsmill, email: qdrn@griffith.edu.au.

  • Disability Action Week 2024 – Accessible communication: connect, include and empower

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    Griffith University: Inclusive Futures: Reimagining Disability. Disability Action Week - Accessible Communication. Connect. Include. Empower. Cartoon graphics of diverse people standing above the Hopkins Centre Logo.

    🎉 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.

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    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]

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    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.


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    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.


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    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.

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    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.

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    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.

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    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.

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    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:

    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.auMORE 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

    [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.

  • Empowering People with Developmental Language Disorder: A Push for Greater Inclusion

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    A graphic with a lady holding a clipboard with the words: Developmental Language Disorder Day #DLD Day, speak up for DLD, Friday, 18 October 2024.

    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

    A graphic with a lady pointing to icons of 14 white people icons, one is shaded in yellow to represent the text. Developmental Language Disorder is a hidden but common disability that affects 1 in 14 people causing difficulties understanding and using language for no known reason.

    A graphic showing two women with speech bubbles and a head with clouds and question marks, visually representing the text. DLD is a diagnosis given to a person who has difficulty talking and/or understanding language. Diagnosis is made by a speech pathologist however, a person with DLD may need support from other health professionals.

    A graphic with two people communicating, one is a person of colour and the other a wheelchair user with speech bubbles between them and a map of the world in the background. The words read: DLD affects an individual’s life, regardless of their nationality and language. Speaking more than one language does not cause DLD.

    A graphic with a male speaking with a young girl with speech bubbles between them and question and exclamation marks. DLD has a genetic and biological basis, but there is not a single known cause. DLD is not caused by how parents verbally interact with their children.

    A graphic with a man standing with question marks above his head, he looks visibly worried accompanied with the text: DLD – The Facts. Children with DLD are 4 times more likely to have math disability and 6 times more likely to have reading disability. DLD is 50 times more prevalent than hearing impairment and 5 times more prevalent than autism.

    A graphic with a head with squiggly line surrounded by words in bubbles. Co-occuring conditions can include Dyslexia, ADHD, Mental Health Issues and Learning Difficulties.

    A graphic representing signs of DLD. People with DLD will often have difficulty paying attention; struggle to remember what they have been told; struggle to find the words to express ideas; find it hard to understand words, follow instructions or answer questions; experience challenges with reading and writing; and have trouble saying words in the right order, engaging in conversations or telling a story.

    Graphic with diverse people with the words: A DLD diagnosis can lead to an individual accessing supports and highlight their man strengths such as being: compassionate, thinkers, creative, social, unique.

    Graphic with a large group of diverse people with the text: DLD is a common neurodevelopmental condition impacting 2 million Australians. People with DLD can succeed in life, with the right supports that meet their unique strengths and areas of need. If you are concerned, see a speech pathologist.

    More information: The DLD Project is an impact focused social enterprise founded to elevate awareness and understanding of DLD in Australia. Connect with us Natalie Turner, Co-CEO and Co-Founder, Dr Shaun Ziegenfusz, Lecturer, Griffith University, Co-CEO and Co-Founder, The DLD Project. Email: connect@thedldproject.com or visit the website: TheDLDproject.com. Visit us on social media: Facebook, LinkedIn and Twitter.

    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., FlĂźckiger, 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


  • Inclusive Futures Research Writing Competition 2024

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    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.

    A young middle age woman with long brown hair sits crosslegged on the floor writing onto her laptop.

    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.

    A young man and wheelchair user sits at his desk typing on his laptop, he is holding a pet dog in his lap.




  • Inclusive Futures: Welcoming Dr. Lisa Stafford, ARC Future Fellow

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    A montage of three photos of Dr Lisa Stafford, a wheelchair user and middle age white woman with long blonde hair.Dr. Lisa Stafford, ARC Future Fellow

    Griffith University researchers have secured over $8.5 million in funding for eight out of 22 projects announced in the latest Australian Research Council (ARC) Future Fellowship round. With eight fellowships granted, totalling $8,587,849, Griffith achieved an 36.4% success rate—one of the highest in the country.

    Among these outstanding researchers, we’re excited to welcome Dr. Lisa Stafford to the Inclusive Futures: Reimagining Disability team. Dr. Stafford has been awarded $1,052,822 for her project, "Transport Equity for All".

    This project builds on Lisa’s existing body of work and aims to enhance how transport equity is understood, included, and applied in transport planning. Through a collaborative approach with people with disability and transport planners, the project will co-design a practice framework and tools to guide more inclusive decision-making. By co-creating this knowledge and developing practical methods, the project seeks to significantly advance transport equity for people with disability across Australia.

    About Dr. Lisa Stafford

    Lisa is passionate about inclusive sustainable communities and transport equity. With over 25 years of experience as a researcher, educator, and planner across government, non-government, and university sectors, Lisa continues to lead change at the intersection of disability participation, urban planning and transport. Her work also champions inclusive participatory and co-creation methods to ensure the ‘voices’ of all people, particularly children and people with complex communication needs are heard in research and public planning.

    Lisa has lead research, practice and strategic transformation in inclusive community planning and mobility/transport equity to improve social-economic participation of people with disabilities. Her recent work has included:

    Lisa brings valuable insights from her lived experience as a woman with disability. Lisa lives with multiple autoimmune diseases and uses a walking stick and power wheelchair for daily mobility. Additionally, her leadership experience across various boards and committees continues to be instrumental in advancing inclusive communities and cities, systems, transport, and disability rights for all Australians. Currently Lisa serves as an Australian Human Rights Commission Includeability Ambassador and recent appointment as Chair of Disability-Informed Ethical Oversight Panel for National Disability Data Asset. Lisa is also a member of the Transport Australia Society (TAs), Disability Leadership Institute, and the Planning Institute of Australia (MPIA).

    She will join us in 2025 to begin the next chapter of her important work on transport equity.

    A group of attendees and panellists at the Transport Conference 2024 including Dr Lisa Stafford, a wheelchair user who is seated front right. This image is courtesy of Justin Cooper Photography.Photo credit: Justin Cooper Photography, Transport Conference 2024.


    How Lisa’s project will benefit Australians

    Better ways of planning transport to ensure its fair and accessible for all Australians is a significant need.

    Transport is essential to everyday life yet remains one of the most reported forms of discrimination experienced by Australian with disabilities.

    Every Australian will have an experience of disability in their lifetime, and transport equity is a way of ensuring access needs are met for the most disadvantage to ensure same level of services as everyone.

    Problems persist due to little knowledge and practice know how, and gaps in existing national standards. Without fit-for-purpose knowledge to guide planners, applying equity in transport will remain makeshift.

    This research will work directly with Australian transport planners and people with disabilities to co-create new knowledge and practice tools, and will be freely available on public website, public information hubs, professional bodies magazines, and through free professional seminars. Applying the new knowledge will inform better planning of transport for everyone, removal of barriers to social-economic participation, and creating fairer access and increased opportunities to work, education, health, recreation, and family/friends critical to everyday life.

    An inclusive fit-for-purpose transport systems will reduce spending on expensive disability transport support for some due to improved access to public and active transport, as well as lowering emissions with mode shift and increase usage.

    Transport Equity for All – Project Summary
    Read more: https://dataportal.arc.gov.au/NCGP/Web/Grant/Grant/FT240100262

    More information

    inclusivefutures@griffith.edu.au

    lisa.stafford@griffith.edu.au




  • Disability Inclusion Author Talk Series: Dr Sarah Brooker

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    INCLUSIVE FUTURES BOOK CLUB

    A Conversation with Dr Sarah Brooker - Neuroscientist, teacher and author of My Lucky Stroke.

    Inclusive Futures: Reimagining Disability invites you to attend our Author Talk with esteemed guest Dr Sarah Brooker (author of My Lucky Stroke), hosted by Dr Maretta Mann.

    In 2002 Sarah Brooker was only 20 years old and on the brink of realising her dreams. She had graduated from Monash University and was about to become a neuroscientist. Then, a series of catastrophic events – a stroke, a car accident, a coma – and she was robbed of that life forever.

    I woke up in her place. I was a broken body, with little memory of who I had been, and little understanding of the world I was in. I have spent the past 22 years trying to put my life back together. In that time, I have had to learn to walk, talk, and eat again. That was easy.

    I have completed several University degrees, including returning to Neuroscience to complete my PhD. That was easy too. What has been difficult has been learning and re-learning my place in the world, and what it means to live with an acquired brain injury.

    I have been a rehabilitation counsellor, a radio DJ, a student support officer and have finally found my place as a teacher. I am Dr Sarah Brooker and I have come along today to share the story of my recovery with you.

    Find out more about Dr Sarah Brooker and her book “My Lucky Stroke” here.

    EVENT DETAILS

    Tuesday, 13 August 2024
    12 noon–1 pm AEST | 11.30 am–12.30 pm ACST
    This online event will be hosted on Microsoft Teams. A meeting link will be shared with you upon registration.

    RSVP

    Please register your attendance before Thursday, 9 August here or via the QR code.

    MORE INFORMATION
    inclusivefutures@griffith.edu.au

    THIS WILL BE AN ACCESSIBLE EVENT WITH LIVE CAPTIONS AND A TRANSCRIPT AVAILABLE POST EVENT.


  • Disability Reform Summit: Moving from recommendations to evidence-based solutions

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    The Disability Reform Summit was hosted by the Dignity Project and funded by an Engaging Science Grant from the Department of Environment and Science.

    The Summit brought together a diverse group of citizen scientists, Queensland disability researchers and academics, and key disability persons and advocacy organisations for a collaborative agenda-setting workshop.

    The workshop sought to co-create priorities for research based on the NDIS Review recommendations, Disability Royal Commission recommendations, and the Voice of Queenslanders with Disability report recommendations, while moving towards evidence-based solutions that will directly contribute to government and service responses.

    Twenty-one attendees worked collaboratively over a 4-hour workshop and identified key priorities, much of which was focused on improving disability data collection, better implementation of consistent disability flags across mainstream services, and increasing sustainable long-term partnerships and funding.

    Workshop attendees wanted to prioritise projects that focus on building evidence for knowledge and evidence gaps, although 50% of participants also wanted to examine existing interventions to evaluate and improve them.

    L-R: Dr Kelsey Chapman; Dr Talitha Kingsmill and Sharon White; and Nerine Williams.

    TOPICS AND INSIGHTS

    Health and Wellbeing:

    • Promoting health consumerism principles and access for all.
    • Shifting from reactive to pre-emptive health strategies.
    • Addressing disparities in health equity and access.
    • Campaigns like 'Hear Me, See Me, Understand Me' and involving lived experiences in decisions.
    • Potential research includes integrating health awareness into education and enhancing professional understanding of diverse needs.

    Employment and Financial Security:

    • Psychological safety and accommodations in the workplace.
    • Inclusive recruitment, onboarding, and raising employment expectations.
    • Examining current inclusive policies and staff training in unconscious bias.
    • Potential research includes building inclusive research teams and understanding confidence in disability-related conversations.

    Top: Panelists Prof. Elizabeth Kendall AM, Dr Talitha Kingsmill, Sharon White and Prof. David Trembath. Bottom: Dr Kelsey Chapman leads the summit workshop activities. Inclusive Education and Learning:

    • Need for inclusive school rules and evolving educational practices.
    • Redesigning assessment methods and promoting reasonable adjustments.
    • Potential research focuses on leadership attitudes and diverse perspectives in education, reassessing student success metrics.

    Inclusive and Accessible Communities:

    • Evaluating compliance vs. actual accessibility and inclusion.
    • Measuring community inclusion and the impact of co-design.
    • Opportunities like Brisbane 2032 for updating infrastructure and promoting universal accessibility.

    Disability Data:

    • Enhancing researcher capability and implementing consistent disability data flags.
    • Prioritising projects to build evidence and evaluate existing interventions.
    • Balancing academic interest with immediate social needs through co-design and sustainable partnerships.

    Top L-R: Sharon White and Prof. David Trembath; Julia Robertson.
    Bottom L-R: Dr Eloise Hummell and Nerine Williams; Geoff Trappett; Dr Maretta Mann.     We extend our gratitude to the Queensland Government Department of Environment and Science for their support of this research. Our deepest thanks also go to Dr. Kelsey Chapman, Lead Researcher, and the Griffith University's Inclusive Futures: Reimagining Disability team, including Rebekah Barker, Joe-Anne Kek-Pamenter, Dr. Maretta Mann, and Professor Elizabeth Kendall AM, for their invaluable assistance in organising this event. Additionally, we appreciate the continuous dedication and support of our Summit participants and the wider Dignity Project team.

    Special thanks to Eric Tram, our videographer, illustrators Holly Bryant & Cate Withers and the team at Griffith University Live Worm (Libbi Reed, Jacqui Hancox and Sharon Searle) for their engaging Sketch Notes that beautifully captured the topics and insights of the Summit.

    Top L-R: Prof David Trembath; Dr Kelsey Chapman; Dr Eloise Hummell.
    Bottom L-R: Summit Participants; Prof. Elizabeth Kendall AM.

    Top L-R: Dr Talitha Kingsmill and Karin Swift.
    Bottom: Dr Maretta Mann and Dr Kelsey Chapman lead discussion amongst their group.


    Acknowledgement

    The Disability Reform Summit was funded by an Engaging Science Grant from the Queensland Department of Environment and Science and the Office of the Chief Scientist.


    Watch the Disability Reform Summit highlights on YouTube: https://youtu.be/Wz2UJ08xOP0?si=xIu1T75BSAVJTm58 (Videographer: Eric Tram).


    Join us in moving from recommendations to real change!

    More information: Dr Kelsey Chapman, Research Fellow and Citizen Science Manager k.chapman@griffith.edu.au

    SKETCH NOTES

    For an accessible / alternate format of our sketch notes, please email inclusivefutures@griffith.edu.au


  • Queensland Disability Research Network (QDRN) Disability Research Strategy and Co-Design Workshop Series

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    Left to right: Attendees of the Brisbane Workshop and Dr. Talitha Kingsmill.


    The Queensland Disability Research Network (QDRN) recently hosted the Disability Research Strategy Engagement and Co-Design Workshop Series, bringing together individuals with disability, citizen scientists, researchers, government agencies, and key disability advocacy organisations across Queensland. These invitation-only, fully accessible workshops aimed to collaboratively shape the research agenda for the Department of Child Safety, Seniors and Disability Services’ Disability Research Strategy 2025-2030.

    Facilitated by Dr. Talitha Kingsmill (GU), Professor Kate Ames (CQU), Dr. Corey Bloomfield (CQU), and Professor Charlotte Brownlow (USQ), the workshops were held both in-person at Brisbane and Toowoomba, and online. The focus was on identifying research priorities and projects to support Queensland’s Disability Plan, the Disability Royal Commission, NDIS Review recommendations, Elevate 2042 Legacy Strategy, and the Brisbane Olympic and Paralympic Games.

    Key stakeholders gathered at Griffith University’s Southbank campus, University of Southern Queensland’s Toowoomba campus and online to discuss a wide range of topics, including employment and financial security, safety rights and justice, education and learning, community attitudes, and departmental regulatory functions. The discussions generated valuable insights and recommendations, which will inform policy and decision-making for the upcoming Disability Research Strategy.

    The engagement and co-design workshops are an ongoing effort, with multiple sessions held across Queensland and online. These workshops are crucial for ensuring that diverse voices contribute to shaping the research priorities that will guide future policies. The QDRN invites interested parties to connect and participate in this important work.

    We extend our sincere gratitude to the Queensland Government Department of Child Safety, Seniors and Disability Services for their unwavering support of this research. We also wish to thank Griffith University's Inclusive Futures: Reimagining Disability team members, Rebekah Barker, Joe-Anne Kek-Pamenter, Dr Kelsey Chapman, Dr Maretta Mann and Professor Elizabeth Kendall AM, for their invaluable assistance in organising these events, and the wider QDRN team for their continuous dedication and support.


    For more information or to become involved, please contact:
    Dr. Talitha Kingsmill, Research Fellow and QDRN Lead

    Inclusive Futures: Reimagining Disability, Griffith University

    Email: qdrn@griffith.edu.au


    Dr Talitha Kingsmill addresses the Brisbane workshop.