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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:
    • 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

  
  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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  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

  
  

• 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.

  

  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.

  

  

  
  

  

  

  
  

  
  

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

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  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:

  • 2020-2023 - Planning Inclusive Communities research project produced with 138 participants in total the Makings of Inclusive Communities – the Five Core Elements and Change Needed Framework for Planning Inclusively as well as co-writing a discussion paper with a community of practice of urban planners on Planning for Disability Equity and Inclusion. https://www.planninginclusivecommunities.com/the-makings
    https://www.planninginclusivecommunities.com/planning-to-enact-change
  • 2022 Co-research Trips Not Made research project in Lutruwita/Tasmania for Anglicare Tasmania with Young Adults with disabilities producing report with outline of practical and strategic change needed actions to improve transport equity. https://www.anglicare-tas.org.au/trips-not-made/
  • 2022 NZ project lead by MRCagney Dr Doran producing report – 690 transport experiences of disabled people in Aotearoa New Zealand for the Waka Kotahi NZ Transport Agency to shape NZ Government’s response to transport inequality; https://www.nzta.govt.nz/resources/research/reports/690
  • Contribute to important Discussion Papers - 2022 Transport Australia’s Universal Design for Transport Discussion Paper https://www.engineersaustralia.org.au/sites/default/files/2022-04/Universal-Design-for-Transport-TAs-discussion-paper-20220421.pdf and 2023 Engineer’s Australia Future of Transport Discussion paper https://www.engineersaustralia.org.au/sites/default/files/2023-01/future-transport-discussion-paper-jan-2023.pdf
  • 2023 co-facilitated with social deck roundtables for people with disabilities and transport industry (government and providers) on the Disability
    Standards for Accessible Transport (DSAPT) review 2023 for Australian Government;
  • 2023 - Keynote speaker Inclusive Street Design for inclusive active transport for Australian Walking and Cycling Conference
  • 2024 – Deputy Chair of Transport 2024 Conference for Transport Australia’s Society, Engineers Australia with inclusive planning being one of the key themes.

  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.

  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

  Share Queensland Disability Research Network (QDRN) Disability Research Strategy and Co-Design Workshop Series on Facebook Share Queensland Disability Research Network (QDRN) Disability Research Strategy and Co-Design Workshop Series on Twitter Share Queensland Disability Research Network (QDRN) Disability Research Strategy and Co-Design Workshop Series on Linkedin Email Queensland Disability Research Network (QDRN) Disability Research Strategy and Co-Design Workshop Series link
  

  
  

  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.

  
  

• Honoring Excellence: Prof. Elizabeth Kendall Appointed Member of the Order of Australia in 2024 King's Birthday Honours

  Share Honoring Excellence: Prof. Elizabeth Kendall Appointed Member of the Order of Australia in 2024 King's Birthday Honours on Facebook Share Honoring Excellence: Prof. Elizabeth Kendall Appointed Member of the Order of Australia in 2024 King's Birthday Honours on Twitter Share Honoring Excellence: Prof. Elizabeth Kendall Appointed Member of the Order of Australia in 2024 King's Birthday Honours on Linkedin Email Honoring Excellence: Prof. Elizabeth Kendall Appointed Member of the Order of Australia in 2024 King's Birthday Honours link
  

  

  
  

  Congratulations to our Director, Professor Elizabeth Kendall, on being appointed a Member of the Order of Australia (AM) in the King’s Birthday 2024 Honours List.

  Professor Kendall has dedicated her life, professionally and personally, to improving the lives of people with disability, for more than 40 years. She is a pioneer of disability and rehabilitation research, making extensive seminal contributions in peer reviewed journals, books, and industry reports.

  As the Foundation Director of The Hopkins Centre (a collaborative between Griffith University, Metro South Healthand the Motor Accident Insurance Commission), Elizabeth was instrumental in embedding consumer engagement and practitioner capacity, resulting in impactful research designed and conducted in collaboration with end users. Under Professor Kendall’s leadership, research has been translated into sustainable components of the service system for people with disability.

  Under Professor Kendall’s leadership of Griffith University’s Inclusive Futures: Reimagining Disability, Professor Kendall is leading innovative and interdisciplinary approaches to creating inclusive places for people with disability to live, work and play. The Inclusive Futures Hub, an online, accessible consumer engagement platform, has grown to over 700 members, who have contributed to state and national policy reforms for people with disability.

  Elizabeth is a tireless advocate and champion for people with disability. She has also mentored many research students and staff to lead successful careers of their own.

  We are so proud of Elizabeth and delighted to see her receive this deserving recognition.

  Read more in the Griffith News: https://news.griffith.edu.au/2024/06/10/leading-disability-advocate-honoured-in-kings-birthday-list/

  

  Visit the Inclusive Futures Website: https://www.griffith.edu.au/research/inclusive-futures-reimagining-disability

  Register to become a member: https://inclusivefutures.griffith.edu.au/

• Unlocking Inclusive Futures Through Diverse Voices

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  Unlocking Inclusive Futures through Diverse Voices

  Embrace the Power of Inclusivity

  In a world striving for progress, true innovation comes from hearing and embracing diversity in all its forms.

  We proudly present Inclusive Voices, a pioneering force driving forward inclusive thinking in community, in business and in government.

  Our vibrant community of over 500 people with lived experience of disability, supported by decades of cutting-edge disability research, makes us the premier destination for corporations and governments seeking transformative disability-centric change.

  Dr Vanesa Bochkezanian (CQU), Dwayne Fernandes, Dr Maretta Mann (Griffith University), and Timothy Lachlan address the audience at the Inclusivity In Play Pitch, 2022.

  Why Inclusive Voices?

  The Numbers Don't Lie

  With over 4 million Australians living with disability, representing 18% of our population, and even more people living with chronic disabling conditions, the potential for meaningful engagement and collaboration is vast.

  Yet, the knowledge of people with disability remains vastly untapped by industry, offering us huge possibilities for creativity, and unparalleled insights waiting to be unlocked.

  Our Unique Approach

  We bring together a dynamic alliance:

  People with Disability: Our thriving community of 500+ individuals, each with a unique journey and invaluable perspective on disability.

  Researchers, Designers, and Educators: Experts who understand the transformative power of collaboration and empathy.

  Industry and Government Bodies: Partners dedicated to fostering a more inclusive society through meaningful action.

  What We Offer

  Personalised Consultations: Gain invaluable insights through one-on-one sessions with people with lived experiences or immersive focus groups, where our community members offer first-hand perspectives and innovative solutions.

  Captivating Keynotes and Workshops: Let our Inclusive Voices speaking bureau inspire and educate with their compelling stories, experiences of using your products and services, shedding light on the true essence of disability and its implications for your organisation.

  Product and Service Enhancement and Testings: Collaborate with our experts to refine your offerings, ensuring they meet the diverse needs of all individuals and drive meaningful impact.

  Research Collaborations: Dive into, or commission, ground-breaking studies conducted by our researchers, bridging theory and practice to shape a more inclusive future for all.

  Inclusivity in Play Pitch, 2022 Top L to R: Kathleen O'Kelly-Kennedy and Dr Kerry Hall; Dwayne Fernandes an Sara Shams
  Bottom L to R: Timothy Lachlan; Timothy Lachlan, Dr Maretta Mann, Dwayne Fernandes and Dr Vanesa Bochkezanian.

  
  

  Why Choose Inclusive Voices?

  Unprecedented Access: We've streamlined the process, providing seamless access to our vibrant and unique community.

  A Fresh Perspective: Shift your paradigm and see disability not as a limitation, but as a source of boundless creativity and resilience, inspiring innovative solutions.

  Transformative Impact: By embracing inclusivity, you'll not only meet compliance standards but also unlock new avenues for innovation and growth, benefiting all of society.

  
  

  A montage of images of Inclusive Futures events: From Left to Right - Madi de Rozario OAM and Daniel Clarke OAM at the Inclusivity In Play Pitch; Julia Robertson, Matt Levy OAM and Mark Berridge at the Inclusive Futures Book Club Author Talk; Audience at the Inclusivity in Play Pitch; Geoff Trappett; Geoff Trappett and Karin Swift at the Disability Reform Summit 2024.

  Join Us

  As the leading force in Australian disability research, Griffith University is committed to and backs Inclusive Voices.

  Visit Griffith Inclusive Futures to learn more about ground-breaking disability research. Join us on a journey where inclusion isn't just a buzzword—it's a way of life.

  Together, let's build a future where everyone thrives by harnessing the power of each person’s unique abilities.

  Unlock Inclusive Futures. Transform Lives.

  
  

  Contact Us

  Inclusive Futures: Reimagining Disability

  Email: inclusivefutures@griffith.edu.au

  Website: https://www.griffith.edu.au/research/inclusive-futures-reimagining-disability

  Inclusive Futures Hub: https://inclusivefutures.griffith.edu.au

  Follow Us

  LinkedIn: https://www.linkedin.com/showcase/inclusive-futures-reimagining-disability

  Twitter/X: https://twitter.com/gu_incl_futures

  YouTube: https://www.youtube.com/channel/UChdzCWo_9R8XHDadRRVPnkw

  Become an Inclusive Futures Member

  https://shorturl.at/huDHQ

• 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 Mann

  On 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.

  Author Mary Li and Inclusive Futures Author Talk host Dr. Maretta Mann
  

  An Unlikely Beginning

  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