Category Griffith University Show all
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Exploring Love and Disability: New Research by Dr. Marita Heck
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Dr. Marita Heck, Adjunct Research Fellow, The Hopkins CentreDiscover 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/rep0000573More 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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đ Authors: Dr Kelsey Chapman, Dr Connie Allen, Prof. Elizabeth Kendall AM GAICD
đ Published: 9 February 2025
đ Journal: Journal of Health Communication
đ DOI: https://doi.org/10.1080/10810730.2025.2462679How 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 disabilityânot 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 isnât just best practiceâitâs 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.auProf. Elizabeth Kendall AM GAICD
e.kendall@griffith.edu.au
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New publication: Tech-Enabled Inclusion â Leveraging Social Media to Empower Neurodivergent Employees in the Workplace
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Can social media help make workplaces more inclusive for neurodivergent employees?
A new study by the Centre for Work, Organisation and Wellbeing (WOW) at Griffith University, explores how social media can help create workplaces where everyone's unique way of thinking is valued. The researchers, Dr Maria Khan, Dr Carys W Chan, Dr Hongmin (Jess) Yan and Dr Sudong Shang, present a new framework that clarifies how technology could make a real difference for neurodivergent employees.
The study explores how digital communication tools can empower neurodivergent employees (NDEs) by providing:
- Psychological safety â A space where employees feel comfortable being their authentic selves.
- Accessible communication â Social media allows for asynchronous interactions, reducing the pressure of real-time conversations.
- Representation and visibility â NDEs can share their experiences, connect with peers, and advocate for workplace changes.
- Empowered participation â Digital platforms offer new ways to engage in decision-making and collaboration.
However, challenges remainâprivacy concerns, inconsistent support, and workplace barriers still exist. Organisations must take intentional steps to leverage technology effectively, foster inclusive leadership, and understand the specific needs of neurodivergent employees.
When inclusion is done right, everyone benefits. đâ¨
Read more: https://onlinelibrary.wiley.com/doi/10.1002/hrm.22290
More information:
Dr Maria Khan, Research Fellow
Centre for Work, Organisation and Wellbeing (WOW)
Inclusive Futures: Reimagining Disability
Griffith University
maria.khan@griffith.edu.auhttps://www.linkedin.com/in/maria-a-khan/
Citation:
Khan, M., Wen Chan, X., Yan, H., & Shang, S. (2025). Tech-Enabled Inclusion: Leveraging Social Media to Empower Neurodivergent Employees in the Workplace. Human Resource Management, https://doi.org/10.1002/hrm.22290
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Celebrating Lisa Cox OAM: Advocate, Changemaker, and Trailblazer
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Lisa Cox, a dedicated advocate for disability inclusion and a member of Griffith Universityâs Inclusive Futures: Reimagining Disability Engagement Council, has been awarded a Medal of the Order of Australia (OAM) in the General Division. This prestigious recognition honours her outstanding contributions to improving the lives of people with disability and advancing societal understanding of inclusion.
A Journey of Advocacy and Resilience
Lisaâs journey as an advocate began after experiencing a severe stroke in her early 20s, which led to multiple complications, including amputations and an acquired brain injury. These life-altering events became the foundation for her mission to challenge stereotypes about disability and promote awareness of the realities faced by people with disability.
Through her work, Lisa has tirelessly campaigned for better representation of disability in media and advertising, accessibility improvements, and the breakdown of societal barriers. Her efforts aim to shift perceptions and create systemic change to ensure that individuals with disability are valued and included in all aspects of life.
Championing Inclusion at Griffith University
Since joining Griffith Universityâs Inclusive Futures Engagement Council in 2021, Lisa has played a pivotal role in advancing accessibility across the university. Her contributions include improving physical access, enhancing digital inclusivity, and fostering equitable learning environments for students with disability. Lisaâs involvement exemplifies the councilâs mission of working alongside individuals with disability, researchers, industry leaders, and health practitioners to create a more inclusive society.
Driving Change in Media and Advertising
A trailblazer in inclusive media, Lisa is also a model and advocate for authentic representation of people with disability. Her work on the Media Diversity Australia Disability Reporting Handbook has set a new benchmark for respectful and accurate reporting, equipping media professionals with the tools to tell stories that reflect the diversity of our society.
Researching Disability Representation
Lisaâs dedication to disability advocacy extends to her academic pursuits. She is currently undertaking a PhD with Griffith University, exploring the topic: "Visibility of Disability: Exploring how the representation of disability in advertising impacts employment outcomes for people with disability." Supervised by Dr. Monique Lewis, Prof. Elizabeth Kendall AM and Dr. Marita Heck, her research seeks to uncover the influence of media portrayals on employment opportunities and societal perceptions.
TEDx Speaker and Thought Leader
As a TEDx speaker, Lisa has shared her insights and experiences on global platforms, inspiring audiences to reconsider preconceived notions about disability and inclusion. Her ability to connect with diverse audiences highlights her impact as a thought leader and changemaker.
A Well-Deserved Recognition
Lisaâs OAM is a testament to her unwavering commitment to reimagining disability and promoting inclusion in every space she touches. This award not only celebrates her tireless advocacy but also underscores the importance of her work in creating a more inclusive future for all.
Congratulations to Lisa Cox OAM on this remarkable achievement. Her efforts continue to pave the way for a society where everyone, regardless of ability, can thrive and be represented authentically.
Read more in the Griffith News: https://news.griffith.edu.au/2025/01/25/australia-day-honours-awarded/
Find out more on Lisaâs website: https://lisacox.co
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Exciting Start to 2025 with QDRN!
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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.
Weâre proud to announce the members of these groups, representing diverse expertise and lived experience:
2025 QDRN Advisory Group
- Professor Kate Ames (Torrens University)
- Adjunct Professor Ruth Barker (James Cook University)
- Professor Charlotte Brownlow (University of Southern Queensland)
- Sasha Job (CQUniversity)
- Professor Byron Keating (Queensland University of Technology)
- Professor Elizabeth Kendall (Griffith University)
- Dr. Talitha Kingsmill (QDRN Lead)
- Professor Sean Tweedy (The University of Queensland)
- Adjunct Professor Denise Wood (University of the Sunshine Coast)
2025 QDRN Sector Stakeholder Committee
- Jesse Althaus (Queensland Advocacy for Inclusion - QAI)
- Simon Clough (Queensland Alliance for Mental Health - QAMH)
- Nina Carr, Kate Dufty, Maria OâHara, Belinda Thompson, Peter Tully, Nerine Williams (Advocates & Citizen Scientists)
- Ewan Filmer (Capricorn Citizen Advocacy)
- Dr. Olivia Gatfield (Autism CRC)
- Katie Grehan (Outback Independent Living Inc.)
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.
Letâs make 2025 a year of transformative progress for disability inclusion and research.
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Inclusive Futures Disability Research Writing Competition 2024
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đ Celebrating Inclusive Futures and Outstanding Research! đ
On this International Day of People with Disability, weâre thrilled to announce the winner of the Inclusive Futures Disability Research Writing Competition 2024âa celebration of research that reimagines a world where disability is no barrier.
Judges' Choice Winner:
Ms Casey Doherty, University of Nevada, Reno, USA
Her paper, Reimagining Protest: Artivism in the Myalgic Encephalomyelitis (ME) Community, demonstrates how art and activism intersect to drive inclusion and understanding. Caseyâs compelling narrative and accessible communication earned her the AUD$500 prize and a feature in our annual digital compendium.
⨠Short-listed entrants:
- Mrs Rhonda Beggs, Metro South Health
- Ms Belinda Coleman, RMIT / Aurecon
- Sarah Fulton, Redland Hospital, Metro South Health
- Dr Catherine Maitland, Australian Disability Network
- Mrs Laura Ryan, University of Queensland
- Dr Rebecca Soole, University of Queensland
- Ms Jane Wardlaw, University of Tasmania
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Mrs Louise White, Autism Centre of Excellence, Griffith University
Communicating complex research in an accessible way, is a challenging but essential skill. This competition highlights the importance of not only advancing academic knowledge, but also ensuring it reaches those who can benefit most.
We encourage all participants to continue honing their communication skills alongside their research. Accessible storytelling is a powerful tool for driving understanding and advancing disability inclusion.
A heartfelt thank you to all entrants for their impactful contributions. Together, weâre breaking barriers and building a more inclusive future. đĄ
We would like to thank our sponsor The Hopkins Centre, who kindly donated the prize money, and our esteemed judges Dr Talitha Kingsmill, Dr Monique Lewis, Dr Faith Valencia-Forrester, Lisa Cox, Sara Shams and our moderator Delena Amsters.Interested in next yearâs competition? Learn more about how your research could make a difference!
Follow us on social media and join our Inclusive Futures Mailing List for updates:
https://inclusivefutures.griffith.edu.auVisit our Inclusive Futures Hub to read the Judgesâ Choice and short listed entries.
https://inclusivefutures.griffith.edu.au/inclusive-futures-research-writing-competition
For more information email: inclusivefutures@griffith.edu.au
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Disability Action Week 2024 â Accessible communication: connect, include and empower
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đ Itâs Disability Action Week 2024 (24 Nov â 1 Dec)! This yearâs theme is Accessible Communication: Connect, Include, Empower.
Join us in celebrating inclusive communication for everyone! Weâre 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 worldwideâincluding 21.4% of Australiansâlive 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 worldâs 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 worldâs 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 â 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) â 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 â 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 â 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 â 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 â Provide visual aids, step-by-step instructions, or prompts for individuals with cognitive impairments
- Be Patient â Be patient with slower or non-verbal communicators; confirm understanding with repetition or paraphrasing
- Assistive Technologies â Use apps or devices that facilitate simple, customisable communication (e.g., ACC or communication boards)
- Avoid Special Effects â Avoid the heavy use of effects such as animation, transition, flickering or strobing in multimedia
- Use Plain Language â Use plain, straightforward language to reduce cognitive load for individuals with brain injury / processing difficulties
- Easy Read & Visual Aids â 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, weâre dedicated to leading the way in accessible practices. Hereâs a look at some of the ways weâre 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 â for example our recent Hopkins Centre Bold Ideas Better Solutions Symposium and Inclusive Futures: Winning Medals with Equity and Diversity Symposium, Book Club Events and our successful Inclusivity in Play Pitch Festival.
- Engaging in projects that drive innovation in assistive communication technologies, including:
- We offer partnerships, consultation, resources, and training to support organisations in developing inclusive practices. Our programs are led by co-designers with lived experience of disability through initiatives like the Dignity Project and Inclusive Voices. Additionally, we equip the next generation of citizen researchers through our Citizen Researcher Essentials: A Short Course.
Together, we are building a world where everyone can connect, be included, and feel empowered. Discover how you can integrate accessible communication practices into your workplace, starting with small, impactful steps.
Thank you for committing to a future where communication is accessible to all.
MORE INFORMATIONFor more information, collaborate or to partner with us in creating inclusive accessible content, research, projects or events, please email: inclusivefutures@griffith.edu.au or hopkinscentre@griffith.edu.au
DISCLAIMER
We use person-first language and follow the definition provided by the CRPD. However, we fully respect and support each individualâs 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.
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Empowering People with Developmental Language Disorder: A Push for Greater Inclusion
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Imagine youâre traveling in a country where you donât speak the language and you order a coffee. You might get a bit tongue tied or canât 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 teachersâ 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:
- Increased Awareness Campaigns: Public health initiatives should aim to educate the public about DLD to reduce stigma and increase understanding.
- 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.
- 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.
- 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 âSpeak Up for DLDâ. 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., BrennanâJones, C. G., Robinson, M., Whitehouse, A., & Hill, E. (2022). The prevalence of and potential risk factors for developmental language disorder at 10âyears in the Raine Study. Journal of Paediatrics and Child Health, 58(11), 2044-2050. https://doi.org/10.1111/jpc.16149
ContiâRamsden, 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, 148â159. 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
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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 investigatorâif this isnât 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 âResearch for Inclusive Futuresâ, 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 âJudges Choiceâ.
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.
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The Start Line: Calling all future Paralympians
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Paralympics Australia and the Australian Institute of Sport are on the hunt for talented athletes with disability who dream of competing at the highest level. Whether you're passionate about sports, exercise, or already competing, this could be your moment to shine! đ
If you're 13 or older on or before 31 December 2024, why not see if you have what it takes to be a future Paralympian?
Wheelchair athletes for 100m to marathon events are in high demand, as well as seated throw athletes (discus, shot put, javelin, and club throw).
Donât miss out on this incredible opportunity!
Find out more about The Start Line Program: https://www.paralympic.org.au/the-start-line/
đ Apply now! Fill out the form via the link below and share this exciting news with your friends, family, and networks. Let's make dreams happen! đŤ
Talent Search: https://shorturl.at/l5Grm
Athletes with disability at the recent Come n Try Day at Griffith University