Category Disability Action Week   Show all

• Reimagining Deaf Belonging at Griffith: Communicate. Connect. Create.

  

  When Griffith University closed its Mt Gravatt campus, we lost more than buildings. We lost a Deaf space. A place where Auslan was spoken, where Deaf and hard-of-hearing students, staff and allies gathered in community and culture.

  The Disability Advocacy and Empowerment Society is rebuilding that space one coffee meet at a time.

  We currently host weekly Auslan Coffee Meets on the Nathan campus. These are relaxed, inclusive gatherings where Deaf and hard-of-hearing students and staff, Auslan learners and allies come together to communicate in Auslan, connect across experiences and create a new sense of belonging.

  It is not just about coffee. It is about reclaiming visibility, rebuilding community and honouring Deaf culture on campus. It is about making sure that when we say inclusive university, we mean it in every language, including Auslan.

  We would love to extend these meetings to the Gold Coast and other Griffith campuses. If you are a student or staff member keen to co-host with the Disability Advocacy and Empowerment Society, we would love to hear from you.

  Let us Communicate. Connect. Create.

  MORE INFORMATION:
  

  Julia Robertson
  PhD Candidate and Co-Chair of the Higher Degree Research Candidate Representative Consultant Committee (HDRCRCC)

  julia.robertson@griffithuni.edu.au

• Disability Action Week: Driving Inclusion through Research and Innovation

  

  This year, Disability Action Week invites all of us to rethink how we communicate, build meaningful connections and create more inclusive environments. At Griffith University—where 12% of our students identify with disability and over 40% of these students have a neurological condition—this work is already well underway. As an inclusive university and employer, Griffith continues to invest in research, innovation and student-led design to support our growing neurodivergent community.

  Below, you’ll find a snapshot of the latest research, initiatives and student insights shaping more responsive teaching, accessible systems and stronger pathways for neurodivergent learners and HDR scholars. Dive into the sections that interest you—or read the full story of how Griffith is driving inclusion through evidence, empathy and action.

  
  

  Using AI to Help Teachers Support Neurodivergent Students

  A recent study by Dr Michelle Ronksley-Pavia, Mr Steven Ronksley-Pavia and Prof. Chris Bigum explores how generative AI (GenAI) can be used to design personalised learning experiences for twice-exceptional and multi-exceptional neurodivergent students.

  In simple terms, twice-exceptional and multi-exceptional students are people who are both gifted and have one or more disabilities (such as ADHD, autism, dyslexia, or other cognitive or physical disability). They have strong abilities or potential in some areas but also have challenges in others. Their learning needs are more complex because several conditions interact at the same time.

  These students have unique strengths and unique challenges. They need learning environments that recognise what they can do really well, while also giving the right support where they may face challenges.

  In small-scale experiments, the researchers used GenAI to “rehearse” different pedagogical strategies based on synthetic (but realistic) multi-exceptional student profiles, enabling them to reflect on and potentially adapt teaching practices in a more tailored way.

  Key findings include:

  • GenAI-supported rehearsal gives educators a relatively safe, low-risk way to experiment with differentiated strategies before applying them with real students.
  • The process helps in visualising and anticipating diverse classroom needs, particularly for students whose profiles may combine high ability or potential with other challenges (“twice-exceptional,” e.g., gifted + disability).
  • Ethical and pedagogical implications are raised: how to ensure AI-designed scenarios do not reinforce stereotypes, bias, or narrow assumptions about neurodivergent students.
  • The researchers argue for a human-centred approach: the goal is not to replace teacher judgement but to augment it, using GenAI to better inform inclusive and responsive instruction.

  Why this matters for Disability Action Week (“Communicate. Connect. Create.”):

  Communicate: This research highlights new ways for educators to communicate with themselves (through rehearsal) and with diverse student needs. By simulating real-world neurodivergent profiles, teachers can better understand and anticipate student experiences, strengthening communication, support, and expectations.

  Connect: Using AI to co-design or rehearse learning experiences fosters a deeper connection between teachers and the lived realities of neurodivergent students. It creates a bridge for empathy, insight, and shared understanding.

  Create: The study embodies innovation: creating tailored, inclusive pedagogies through GenAI platforms can develop teacher capacity and capabilities to reimagine how they teach and support neurodivergent students. It aligns with inclusive futures by showing how technology can be harnessed to design more equitable education.

  For Griffith University, where inclusion of students and HDR scholars with disability (including neurodivergent students) is a key priority, this research offers practical, future-forward strategies:

  • It suggests a model for professional learning: teachers could use GenAI platforms in their own development, rehearsing inclusive practices in low-risk environments.
  • It supports Griffith’s goals of universal design for learning by reinforcing teacher adaptability to neurodiverse needs.
  • It helps foreground the voices and needs of twice-/multi-exceptional students, often underrepresented in standard pedagogical planning, reinforcing institutional commitment to meaningful inclusion.

  Read more: https://journals.sagepub.com/doi/full/10.1177/1932202X251346349

  
  

  Championing Neurodivergent Researchers Across Higher Degrees

  Researchers Dr Chris Edwards and A/Prof Kate Simpson recently contributed to a systematic review examining the experiences of neurodivergent higher degree research students.

  Their work highlights that many neurodivergent researchers bring valuable strengths to their fields, such as creativity, deep focus, innovative thinking and unique problem-solving approaches. However, the review also shows that universities are often not structured with these strengths or needs in mind. Neurodivergent research students frequently encounter unclear expectations, sensory overload in shared offices and labs, and administrative processes that assume everyone works and communicates in the same way.

  They emphasise that inclusion must extend beyond offering individual accommodations. Instead, universities need to create accessible systems and environments that recognise, respect and value neurodiversity. This would not only better support neurodivergent researchers but also help strengthen research culture more broadly. Their findings reinforce the spirit of Disability Action Week: when institutions genuinely embrace different ways of thinking, everyone benefits.

  
  

  Leveraging Students’ Voices and Designing for Diversity

  Considering how research can drive efforts for inclusion, engaging with the experiences and perspectives of students is crucial. Researchers A/Prof Stuart Woodcock and Elizabeth Hitches have explored student perspectives on university support services and unveiled important findings in relation to students’ stress during their higher education journey.

  The researchers found that students with accessibility requirements and/or disability (ARD) may have higher levels of academic stress than their peers, even when they were receiving academic accommodations (Hitches et al., 2023). This stress can have negative impacts not just for learning, but for students’ physical and mental health. What this illustrates is that stress may be an important equity consideration, and reducing unnecessary stressors may be an important aspect of designing for diversity. Proactively reducing barriers to access, engagement, and performance for students, such as through an Universal Design for Learning approach to courses, may assist with meeting students’ diverse needs from the outset.

  Completing this, students offered suggestions for strengthening and enhancing available student support, considerate of the high demand support services are under (Hitches et al., 2025). Overall, students recommend accessible, personalised and student-centred support, which facilitated their own sense of agency and empowerment. Students also highlighted the importance of the affective experience when accessing accommodations. In students’ accounts, it was just as important as the tangible accommodations received.

  One important conclusion from these studies is that by leveraging students’ voices, the higher education sector can gain deeper insight into ways to support more inclusive experiences for students, reducing unnecessary stressors and empowering students to reach their full potential.
  

  
  

  Supporting Our Growing Neurodivergent Student Community

  Twelve percent of Griffith University students identify with a disability. Of these, more than 40% said that they have a neurological condition, which encompasses autism, ADHD and other neurodivergences. The Griffith University Student Disability and Accessibility Team are looking for new and innovative ways to respond to the needs of this growing cohort. In addition to reasonable adjustments such as extensions, quieter rooms for exams and assistive technologies, the following neuroaffirming initiatives are underway:

  Advocate-ED Program

  Griffith University has partnered with Empower Autism to deliver free, on-campus workshops for autistic students to build skills in self-advocacy, collaboration and self-reflection. These workshops are delivered by autistic facilitators, with future workshops in peer advocacy and leadership coming soon.

  ADHD101

  In 2026, students will be able to join ADHD101 – a free support group for students with ADHD developed by Curtin University. The weekly sessions focus on the many strengths of students with ADHD and shares successful strategies and support.
  

  Hidden Disabilities Sunflower Network – making the invisible visible

  Like many disabilities, neurodivergence is not always immediately obvious to others. For some people, this can make it hard to understand and believe that someone with a “non-visible” condition genuinely needs support. Simply by wearing a Sunflower lanyard or pin, people with hidden disability can indicate that they may need extra help, understanding, or just more time.

  When a business joins, they commit to training their entire workforce using the Sunflower training suite - to know what the Hidden Disabilities Sunflower is, and to have a broad understanding of hidden disabilities and be confident to support someone wearing it.  Griffith has just started this process and is excited to share more information in the coming months – stay tuned.

  For more information contact: Lizzy King, Senior Disability Advisor - Student Disability and Accessibility at lizzy.king@griffith.edu.au

  
  

  

  
  

  Citations

  Ronksley-Pavia, M., Ronksley-Pavia, S., & Bigum, C. (2025). Experimenting With Generative AI to Create Personalized Learning Experiences for Twice-Exceptional and Multi-Exceptional Neurodivergent Students. Journal of Advanced Academics, 36(4), 601– 639. https://doi.org/10.1177/1932202X251346349

  Tan, D. W., Edwards, C., Mewburn, I., Simpson, K., Webster, A. A., & Brownlow, C. (2025). Understanding the experiences of neurodivergent research students: a mixed methods systematic review. Studies in Higher Education, 1-17.
  https://doi.org/10.1080/03075079.2025.2573209

  Hitches, E., Woodcock, S., & Ehrich, J. (2023). Shedding Light on Students with Support Needs: Comparisons of Stress, Self-Efficacy, and Disclosure. Journal of Diversity in Higher Education, 16(2), 205-214. https://doi.org/10.1037/dhe0000328

  Hitches, E., Woodcock, S., O’Sullivan, K & Ehrich, J. (2025). Leveraging students' voices: understanding ways university support services can strengthen student support. The Australian Educational Researcher, 52, 583-605. https://doi.org/10.1007/s13384-024-00731-2

• Disability Action Week: Sleep and Spinal Cord Injury: What You Need to Know

  

  

  Good sleep is vital for health and wellbeing—yet research shows that two in three people living with a spinal cord injury (SCI) experience poor sleep, and most haven’t sought support.

  As part of Disability Action Week, we’re highlighting important work led by Dr Emily Bray and her team at The Hopkins Centre, who have partnered with clinicians, researchers, and people with lived experience to explore this issue and bridge the information gap.

  Together, they’ve co-developed new, evidence-based resources to help people with SCI better understand sleep changes and find strategies that work for them.

  View the graphics below to learn more about this important research and how it supports the SCI community.

  We would like to thank our partners Spinal Life Australia, Institute for Breathing and Sleep and the Queensland Spinal Cord Injuries Service (QSCIS) for their support.

  Contact Dr Emily Bray for more information:
  https://www.hopkinscentre.edu.au/people-view/emily-bray-177

  Visit our website to find out more: https://www.hopkinscentre.edu.au/project/seed-project-sleep-disturbances-following-spinal-163

  
  

  

  

  

  

  

  

  

  
  

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

  

  

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

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

  

  Did you know?

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

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

  
  

  Disability: The Statistics

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

  

  
  

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

  
  

  

  
  

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

  
  

  

  
  

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

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

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

  

  
  Accessibility for blind, low vision and other vision impairments

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

  

  
  

  Communication accessibility for mobility disability

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

  

  
  

  Cognitive considerations

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

  

  
  

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

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

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

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

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

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

  MORE INFORMATION

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

  
  

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

  
  REFERENCES

  [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.

• Karin Swift: Advocating Quietly, Leading Boldly

  

  In the mosaic of accomplished alumni from Griffith University, Karin Swift (M Human Services ’99) emerges as a quiet force in the disability, advocacy, and social policy sectors. Since graduating from Griffith, she has woven an impactful career, leaving a positive imprint on the field of disability rights.

  Karin currently serves as the President of Women With Disabilities Australia (WWDA), a human rights organisation focused on the concerns of women with disability. Her journey, however, extends beyond this role, involving various governance positions for non-government organisations. Recently elected to the Board of the Community Resource Unit, Karin contributes to fostering positive change for people with disability.

  A pivotal point in Karin's career was her representation of the Australian Government and WWDA at the Commission on the Status of Women 57 (CSW 57) at the United Nations in New York. There, she offered strategic advice on women with disability and violence, showcasing her expertise on the international stage. Karin's commitment to breaking barriers is evident in her leadership role at WWDA, where she has conducted training sessions in Indonesia and South Korea on gender and disability, contributing to the global conversation on eliminating violence.

  Karin has held influential positions at Queenslanders with Disability Network (QDN), providing strategic high-level advice and facilitating member engagement on various disability issues and social policies. Her contributions were vast, across many portfolios including human rights, gender issues, the National Disability Insurance Scheme (NDIS), the Disability Royal Commission, housing, transport, welfare reform, and employment.

  

  This year, Inclusive Futures: Reimagining Disability at Griffith University proudly appointed Karin as an Industry Fellow, recognising her valuable experience in the field. In addition to this significant achievement, Karin has recently accomplished the ‘Citizen Researcher Essentials: A Short Course’ micro-credential.

  Operating as an independent contractor working mostly from home, Karin redefined her career path in response to the challenges posed by COVID-19 and her own health issues. This adjustment allows her to select projects that genuinely interest her and contribute to the disability space without feeling the pressure of the 9-5 grind.

  Karin's typical week now is as diverse as her career, reflecting her commitment to various initiatives. From contributing to university research on the lives of people with disability to participating in Disability Action Week events, Karin's schedule is a testament to her passion for fostering positive change. This fortnight, she is actively engaged in a website co-design group meeting, supporting residents of Level 3 Supported Accommodation facilities, attending peer leader meetings at QDN, contributing to a Queensland Government project, participating in QDN's LGBTIQA+ peer group, and chairing WWDA's AGM during this AGM season.

  In a world where change is often gradual, Karin Swift's story serves as a reminder that every small victory, every voice raised, contributes to a larger narrative of progress. As a proud graduate of Griffith University, Karin continues to inspire and lead, demonstrating that education is not just a means to an end but a catalyst for transformative change. Her flexible and purpose-driven approach to work serves as a positive example for others navigating the evolving landscape of the professional world and a reminder to employers of the benefits of an inclusive work culture and environment.

  Find out more about the Citizen Researcher Essentials Course by emailing: inclusivefutures@griffith.edu.au

• International Day of People with Disability 2023 – Matt Levy: From Premature Birth to Paralympic Gold

  

  International Day of People with Disability (IDPwD) is a United Nations observed day held on 3 December each year. The IDPwD program aligns with Australia’s Disability Strategy 2021-31 and aims to increase public awareness, understanding and acceptance of people with disability.

  The United Nations Theme for IDPwD 2023 is ‘United in action to rescue and achieve the Sustainable Development Goals (SDGs) for, with and by persons with disabilities.’ This year, we introduce IDPwD Ambassador, Matt Levy OAM, Patron of the Matt Levy Inclusive Futures Scholarship at Griffith University.
  
  

  In 1987, Matt Levy was born prematurely at 25 weeks. He was diagnosed with cerebral palsy and severe visual impairment and has undergone 40-50 surgeries on various vital organs. Matt's determination and resilience led him to a career in swimming, where he proudly clinched gold for Australia at the Paralympic Games.

  Representing his nation at five consecutive Paralympic Games, Matt has won 3 gold, 1 silver, and 5 bronze medals. His dominance extends further, having graced the pools at five World Swimming Championships, securing an 20 international medals and holding 4 World Records.

  Matt’s contributions to sport were honoured with an Order of Australia Medal (OAM) in 2014 for ‘service to sport as a Gold Medallist at the London 2012 Paralympic Games. In 2015 Matt was named Athlete of the Year with a Disability at the New South Wales Sports Awards and in 2018 he was named Swimming Australia’s Paralympic Program Swimmer of the Year. In November 2021, he received a New South Wales Institute of Sport Academic Excellence Award and was named the 2021 Sport NSW Athlete of the Year with a Disability.

  Yet, Matt's achievements aren't confined to the pool. He has earnt a degree in Business Management, an Australian Institute of Company Directors qualification, and an MBA in Leadership. He is a passionate inclusion advocate, motivational speaker and holds multiple board, advisory and ambassadorial roles with sporting, community and humanitarian organisations including Ability Options, Life Little Treasures and BlindSports Australia.

  Since retiring from the pool, Matt has authored 3 books, including: ‘Keeping your head above water’ (2020), ‘Brandon Dreams Big: 7 easy steps to get where you want’ (2021), and ‘Going the distance: Identify and create your own lane to success’ (2023).

  More recently, Matt has turned his hand to philanthropy and supporting young people with disability to achieve their own dreams and goals through education.

  “Education has allowed me to grow and enhance what I've been able to learn and, how I can use my lived experience of disability to influence others. As part of this, it was also my mission to help other people with disability to obtain a university education.”

  To Matt, International Day of People Disability (IDPwD) is “about having a sense of responsibility and belonging. A chance to give people an insight into what we go through on a daily basis. Not to feel bitter, but to help raise awareness of what can be done. I know how hard it is for someone living with a disability, so I wanted to give people opportunities that I was given”.

  As a result, Matt established the Matt Levy Inclusive Futures Scholarship to support students with disability to achieve their potential at Griffith University. Open to Australian, domestic commencing students (full time or part time) enrolled in an undergraduate program, the scholarship provides up to $20,000, payable over the duration of the degree.

  This year the Matt Levy Scholarship supported two (2) commencing students with disability; including Lilje Schluter, who is studying a Bachelor of Criminology and Criminal Justice.

  "Being a recipient of this scholarship has allowed me to afford regular access to psychology and psychiatry sessions. Not only has this greatly aided me in learning and adjusting to my first year of tertiary studies, but the support of the scholarship continues to help me move forward each and every day, which is an invaluable gift".

  Matt Levy's life stands as a testament to determination, inspiring individuals worldwide to overcome adversity and achieve goals. On Tuesday, 27 February 2024, Matt will be the guest speaker at our Inclusive Futures Book Club – Author Talk event, where he will share his story, and discuss his latest book ‘Going the Distance’ with students and guests during O-Week (Nathan Campus). If you are interested in attending, please email us at inclusivefutures@griffith.edu.au.

  You can also sign up for our newsletter, or keep an eye on our website for announcements.

  Find out more about our Inclusive Futures Book club:

  https://inclusivefutures.griffith.edu.au/inclusive-futures-book-club