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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.

  

  

  
  

  

  

  
  

  
  

• Winning Medals with Equity and Diversity: A symposium championing equity and diversity in Paralympic sports

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  Griffith Inclusive Futures, a proud member of the Queensland Para Sport Network for Performance Enhancement and Applied Research (QPSN) is thrilled to host:

  Winning Medals with Equity and Diversity: A symposium championing equity and diversity in Paralympic sports

  Friday, 8 November 2024, 9 am–3:30 pm, Online Event

  This symposium, hosted by Griffith University’s Inclusive Futures: Reimagining Disability, as a member of the Queensland Para Sport Network, brings together interdisciplinary researchers, community partners, and athletes to amplify the vital role equity and diversity can play in improving the performance of Paralympic teams and enabling athletes to compete at the highest possible standard.

  The symposium will explore equity and diversity in elite paralympic sport through the lens of exercise and sport science, social justice, tourism and leisure, sport management, disability rehabilitation and inclusion. Building toward the Brisbane Olympic and Paralympic Games in 2032, this is a key opportunity for participants to incorporate the pillars of equity and diversity into their performance programs and research to drive performance.
  
  EVENT SCHEDULE

  9.00 am – 9:10 am
  Opening Remarks/ Housekeeping
  Master of Ceremonies: Ella Sablijak

  9:10 am - 9.40 am
  Keynote Introduction: Winning Medals with Equity and Diversity
  Presenter: Natalie Charlton

  9:40 am - 9:50 am
  Questions

  9:50 am – 10:00 am
  10-minute break

  10.00 am – 12.30 pm
  Performance Priorities Lightning Round

  10:00 am – 10:25 am
  Gender Equity and Paralympic Sport
  Presenters: Dr Georgia Munro-Cook and A/Prof. Adele Pavlidis

  10:25 am – 10:30 am
  Questions

  10:30 am – 10:55 am
  Optimising Participation and Performance for First Nations and CALD Athletes
  Presenter: Dr Kerry Hall and Dr Diti Bhattacharya

  10:55 am – 11:00 am
  Questions

  11:00 am – 11:25 am
  The Paradox of Equity, Diversity and Inclusion in Paralympic Classification
  Presenter: Prof. Sean Tweedy

  11:25 am – 11:30 am
  Questions

  11:30 am – 11:55 am
  Equity and Design Thinking in Technology Innovation for Improved Performance
  Presenters: Prof. Laurent Fossard and Matthew McShane

  11:55 am – 12:00 pm
  Questions

  12:00 pm – 12:25 pm
  Creating Environments to Optimise Performance of Athletes with High Support Needs
  Presenters: Sharon Hill and Rachel Watson

  12:25 pm – 12:30 pm
  Questions

  12:30 pm – 1:15 pm
  45-minute lunch break

  1:15 pm – 1:30 pm
  Performance priority poll

  1.30 pm – 3.00 pm
  Panel Discussion: “Ethical Decision Making - Inclusion Versus Equity?”
  Panel Members: Michael Dobbie-Bridges; Ben Newton; Robyn Smith

  • How can we create a cohesive sport system and strong pathways for para-athletes by centring inclusion?
  • How do inclusion and equity factor into our legacy planning?
  • What is the role of policy in driving inclusion and equity?
  • Brisbane 2032 – quality or quantity?

  3.00 pm–3.30 pm
  Closing remarks: Best Practice in Equity and Diversity to Drive Performance / Building Environments to Optimise Performance
  Presenters: Prof. Simone Fullagar and Prof. Brendan Burkett

  3.30 pm
  Event concludes
  Concluding poll

  MEET OUR SPEAKERS

  Meet our Master of Ceremonies — Ella Sablijak
  Fresh off her bronze medal performance with the Australian Steelers, Ella has graciously agreed to be the Master of Ceremony for our symposium. Ella has more than 15 years’ experience in elite sport at an international level – representing Australia in both Basketball and Wheelchair Rugby. She is the current Education Manager for Paralympics Australia, with positions on the International Wheelchair Basketball Federation (IWBF) Athlete Steering Committee, Paralympics Australia’s Athlete Commission and WADA’s Athlete Committee.

  Gender Equity and Paralympic Sport
  Presenters: Dr Georgia Munro-Cook and A/Prof. Adele Pavlidis

  During our Performance Priorities Lightening Round we will be discussing the important issue of gender equity and paralympic sport. Our presenters on this topic are Dr Geogia Munro-Cook and A/Prof. Adele Pavlidis, from the Sport and Gender Equity Research Hub. Georgia has successfully represented Australia in Wheelchair Basketball and is now a champion of promoting intersectional approaches to promoting positive experiences for women in disability sport. Adele’s work focuses on gender and power relations, specifically connecting social, cultural and health concepts in sport to drive inclusion. She is currently leading an international team to investigate mega-sport event sport participation legacies and experimenting with ways of co-creating knowledge with girls, women and non-binary people.

  Optimising Participation and Performance for First Nations and Culturally and Linguistically Diverse Athletes
  Presenters: Dr Kerry Hall and Dr Diti Bhattacharya

  During our Performance Priorities Lightening Round we will be discussing how to optimising participation and performance for First Nations and Culturally and Linguistically Diverse Athletes. Tackling this important issue is Dr Kerry Hall and Dr Diti Bhattacharya. Dr Kerry Hall is a proud descendant of the Kuku Thaypan, Kuku Warra and Lama Lama Peoples from Cape York Peninsula. Her work aims to address access, engagement and inequity issues specific to First Nations Peoples through collaboration and prioritising community voices and perspectives. Dr Diti Bhattachyarya’s research relates to how sporting practices and fitness cultures can be used as a social conduit through which marginalised communities as experience a sense of belonging and community. Her current expertise in sporting geographies and social inclusion is being applied to her Postdoctoral Research Fellow role working on an ARC Discovery Project titled 'Engaging Outsiders in Sport: Transforming Major Sport Event Legacy Planning Through a Co-Creation Approach'.

  The Paradox of Equity, Diversity and Inclusion in Paralympic Classification
  Presenter: Prof. Sean Tweedy

  During our Performance Priorities Lightening Round we will be discussing the balance between equity, inclusion and fair competition during our “Paradox of Equity, Diversity and Inclusion in Paralympic Classification” session. We are very fortunate to have Professor Sean Tweedy, the Principal Investigator for the International Paralympic Committee’s Classification Research and Development Centre (physical impairments) available to reflect on his decades long career developing best practice and evidence-based methods for allocating athletes to classes. Sean leads the Para Sport and Adapted Physical Activity Research Group in the School of Human Movement and Nutrition Sciences, University of Queensland and is a proud member of the Queensland Para Sport Network for Performance Enhancement and Applied Research board.

  Equity and Design Thinking in Technology Innovation for Improved Performance
  Presenters: Prof. Laurent Fossard and Matthew McShane

  Technology has unlimited potential to optimise performance – it also has the potential to create inequities due to issues with access, acceptability and affordability. During our Performance Priorities Lightening Round we will be discussing Equity and Design Thinking in Technology Innovation for Improved Performance. Tackling this important issue is Laurent Frossard and Matt McShane. Laurent is a bionic limbs scientist passionate about developing ground-breaking prosthetic solutions to improve life of individuals suffering from limb loss. Prof Frossard was the Sport Biomechanist for the Australian Para-athletic team between the Sydney 2000 and Beijing 2008 Paralympic games. Internationally recognised as independent expert, he approaches bionic solutions from an all-rounded perspective integrating prosthetic biomechanics, clinical benefits, service delivery and health economics. Matt is an Industrial Designer with a passion for co-designing technologies to improve the lives of individuals with a disability. He is an Australian Paralympian and World Champion with more than 8 years’ experience in elite sport.

  Creating Environments to Optimise Performance of Athletes with High Support Needs
  Presenters: Sharon Hill and Rachel Watson

  An individual’s environment can either be a positive and enabling force or a barrier for participation and performance. So how do we ensure an individual’s environment enables maximal participation, particularly for individuals with high support needs? Tackling this important issue is Sharon Hill. Sharon Hill is a volunteer who is passionate about driving the expansion of inclusive sport on the Sunshine Coast through Reverse Inclusion to encourage more social interaction between able-bodied people and those with disabilities. Sharon is a recipient of an Honorary Senior Fellow Award from the University of the Sunshine Coast for her dedication to inclusive sport. Sharon has tripled the Suncoast Spinners membership and created opportunities to employ people with disabilities for programs such as coaching local school children to play wheelchair basketball irrespective of their abilities.

  SAVE THE DATE

  Friday, 8 November 2024
  9 am–3.30 pm

  The symposium will be hosted online on Microsoft Teams.

  This is an accessible event with live captions. Auslan interpreting is available upon request.

  Register now: https://forms.office.com/r/LBHEY9iktm

  

  
  

  CONTACT US

  Inclusive Futures: Reimagining Disability
  inclusivefutures@griffith.edu.au

  Dr Kelly Clanchy
  Program Director – Bachelor of Clinical Exercise Physiology
  Griffith University
  k.clanchy@griffith.edu.au

  
  

  
  

• National Pain Week: Making our best guess of the world - how personal narratives help and hinder the chronic pain experience

  Share National Pain Week: Making our best guess of the world - how personal narratives help and hinder the chronic pain experience on Facebook Share National Pain Week: Making our best guess of the world - how personal narratives help and hinder the chronic pain experience on Twitter Share National Pain Week: Making our best guess of the world - how personal narratives help and hinder the chronic pain experience on Linkedin Email National Pain Week: Making our best guess of the world - how personal narratives help and hinder the chronic pain experience link
  

  The Hopkins Centre and Griffith Inclusive Futures: Reimagining Disability invite all members, subscribers, individuals with lived experience of pain, practitioners and anyone with an interest in chronic pain management to join us for this very special Hopkins Hour for National Pain Week, 2024.

  Originally created by Chronic Pain Australia, National Pain Week is Australia’s annual awareness event for chronic pain and aims to draw attention to the experience of people living with chronic pain. National Pain Week is a significant awareness campaign for many people who have experienced brain and spinal cord injury, who experience persistent pain, as well as those living with other disability. It’s equally important for pain researchers, clinicians, allied-health industry professionals and all others working in the field to comprehend the pain experience for our clients, collaborators and cohorts.

  This National Pain Week, The Hopkins Centre and Griffith Inclusive Futures: Reimagining Disability are inviting "painchangers', clinicians and pain researchers Dr Nicholas Aitcheson and Kim Talaber to host this Hopkins Hour, where they will share the latest research into the chronic pain experience, including strategies for management and the latest therapeutic models.

  Dr Nick Aitcheson is a rehabilitation and pain medicine specialist at Metro South Health Pain Rehabilitation Service. He has a particular interest in spinal injury rehabilitation, social prescribing, and the management of polypharmacy. Nick's current areas of research are pressure injuries in spinal cord injury, chronic chest pain, social education groups for social integration, and low dose naltrexone in the treatment of chronic pain.

  Kim Talaber, is a trained Physiotherapist and current PhD candidate with The Hopkins Centre and Griffith University. Her research investigates brain mechanisms to treat chronic neuropathic pain following spinal cord injury. Kim is completing her research with the Musculoskeletal Health & Persistent Pain Research Group, with support from a Seed Grant from The Hopkins Centre.

  During the session, Dr Aitcheson and Ms Talaber will be joined by special guest and Inclusive Futures Engagement Council member, Mark Berridge, to explore how individual experiences of pain can be influenced by personal perceptions and beliefs.

  Mark Berridge is an experienced business leader, TEDx speaker and multi-award-winning author. Mark’s extensive corporate expertise combined with the life changing lessons he gained overcoming a severe spinal injury provides a unique lens to inspire people and organisations to pursue their potential, undaunted by the uncertainty of their circumstances.

  We hope you can join us for this fascinating discussion.
  
  Head to our website to join this online event, live on Wednesday 24 July, 2024, at 12:30pm: https://lnkd.in/gBDvUKQm
  
  

• 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
  
  

  

  

  

  

  

  

  
  

• Brain Awareness Week

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  Brain Awareness Week (11-15 March), initiated by the Brain Foundation, is a time when we encourage you to think more about your brain health and help raise awareness for brain diseases, disorders and injuries, including brain tumours.

  Every day in Australia, six people are diagnosed with a brain tumour and four will die. Brain tumour is a complex illness with the combined effects of cancer and brain injury. People with brain tumour and their families experience considerable distress related to the diagnosis, threat to life and changes in the person’s abilities and lifestyle.

  
  

  

  
  

  Research led by Professor Tamara Ownsworth from Griffith University demonstrated the positive impact of the telehealth Making Sense of Brain Tumour (Tele-MAST) for improving mental health and quality of life of individuals with brain tumour, as the well as the potential for this program to ease the financial burden on the healthcare system . Tele-MAST is now being adopted by the Cancer Council Queensland as the statewide model of psychosocial support for people with brain tumour and their families.

  

  Griffith University researchers (Professor Tamara Ownsworth, Dr Kasia Lion and Julia Robertson) are now collaborating with Metro South Health (Radiation Oncology, Princess Alexandra Hospital), The Mark Hughes Foundation and Peace of Mind Foundation to tackle further challenges faced by people with brain tumour and their families.

  Funded by the Mark Hughes Foundation Centre for Brain Cancer, the first project partners with people with brain tumour and family members to develop and trial a communication and emotional support skills training program for medical, nursing, and allied health professionals working with people with brain tumour and their families.

  "There was nothing but a cold hard clinical diagnosis....no offer of pre-surgery counselling to deal with the human side of it....we were left swinging pretty wildly in the wind.” (Ownsworth et al., 2011, p. 129)

  

  Health professionals' (HPs) approach to communicating the diagnosis, prognosis and treatment, and response to questions and distress has an immeasurable impact on the emotional wellbeing of people with a brain tumour and their family members. HPs report gaps in their knowledge and skills and often lack confidence with communication and providing emotional support. In the first phase, we will seek input from consumers and HPs on the focus and approach to training with a view to understanding the priority areas to include in training programs and optimal approach (i.e., what and how to train HPs). For the second phase, we will focus on evaluating the impact of this training on HPs' knowledge, skills and confidence.

  The second project is funded by the Metro South Health Research Support Scheme and aims to co-design and pilot a multimedia educational platform specific to the needs of people with benign brain tumour and lower-grade glioma

  “We just wish that someone would have said to us right at the beginning here’s a very good guide, because when you have a brain tumour situation, oh you’re lost” (Ownsworth et al., 2015, p.7-18).

  

  Benign or non-malignant brain tumours account for 70% of all brain and other CNS tumours. Yet, the information and support needs of this group are frequently overlooked despite them experiencing similar levels of distress and everyday impacts to those with malignant brain tumour. This project aims to improve people’s ability to find, understand and use information about brain tumour and share this knowledge with their support networks. In partnership with consumers and multidisciplinary healthcare providers, the project will result in new online resources that can be rapidly taken up in practice to improve the quality service provision and continuity of care for this population.

  Professor Tamara Ownsworth, Research Director (Research Development) at The Hopkins Centre, Griffith University, is a clinical neuropsychologist with more than 25-years’ experience in rehabilitation and psychosocial intervention for people with acquired brain injury, including traumatic brain injury, brain tumour, stroke and dementia.

  More about Enhancing quality of life for brain tumour survivors: https://news.griffith.edu.au/2023/07/25/enhancing-quality-of-life-for-brain-tumour-survivors/

  Find out more about Brain Awareness Week: https://brainfoundation.org.au/brain-awareness-week/

  [TO1]Can this say ‘….burden on the healthcare system’