Category Universal Design   Show all

  • Disability Action Week: Driving Inclusion through Research and Innovation

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    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.

    Four-photo collage representing people with invisible disabilities in everyday life. Top left: a woman smiling during a video call, showing remote connection and support. Top right: a man working on his laptop in a café, appearing engaged and comfortable. Bottom left: a woman smiling while participating in a group activity, highlighting community inclusion. Bottom right: a man adjusting his glasses and wearing a badge with the Hidden Disabilities sunflower symbol, indicating he may have an invisible disability.

    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


    Green graphic with large yellow sunflowers in three corners. Centred white text reads “Making the Invisible Visible.” In the bottom right corner is the Hidden Disabilities sunflower logo with the words “Hidden disabilities.”


    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

  • Help Make National Parks Accessible

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    Your voice can help shape more inclusive and accessible parks across Australia.

    Did you know that while 1 in 5 Australians live with disability, fewer than 1 in 10 visit national parks?

    Public green spaces should be for everyone - But accessibility barriers often make them out of reach.

    Dr Michael Norwood and his team are conducting vital research to understand these challenges and improve access to nature for all Australians.

    If you have a disability or support someone who does, your experience could help make Australia's national parks and green space more accessible for everyone.

    WE WANT TO HEAR FROM YOU!

    Take part in our National Park and Greenspace Accessibility Survey to share your experiences and ideas for change.

    Participation will involve completing an online survey which will explore if you visited a national park as someone with a disability, as a support person or significant other of someone with a disability.

    Scan the QR code on the flyer or click here to take part: https://inclusivefutures.griffith.edu.au/national-parks-study

    Ethics approval number: Griffith University ref no: 2025/033

    MORE INFORMATION

    Dr Michael Norwood
    BEEHive Research Team
    hopkinscentre@griffith.edu.au


  • Griffith Design Café is revolutionising access through co-design

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    Transforming Lives through Co-Design: Griffith University's Inclusive Futures initiative brings together a diverse alliance of designers, engineers, occupational therapists, and individuals with disability. The success of the Disability Design Café pilot project has led to the integration of its co-design blueprint into a course for design students. Our collaborative designs will soon be accessible to the public, promoting inclusivity and innovation. Join us in reimagining disability design and breaking barriers.

    Read the story in full on the Griffith News: https://news.griffith.edu.au/2023/11/28/griffith-design-cafe-is-revolutionising-access-through-co-design/

    Visit the Design Hub: https://inclusivefutures.griffith.edu.au/hub-page/design-hub

    Find out more or get involved, by emailing Matt McShane: m.mcshane@griffith.edu.au

    A montage of colour photos from the Inclusive Futures: Reimagining Disability Design Cafe Pilot program, with Photo 1 (top left) showing the guest speakers including Matt McShane, a wheelchair user, paralympian and program lead on the far right, Photo 2 (top right) attendees sitting in groups around a large table participating in co-design activities, Photo 3 (bottom) all attendees assembled outside Griffith University ADaPT building on the Gold Coast, all smiling together for a group photo.

    A montage of colour images from our Design Cafe Pilot held at Griffith University in the ADaPT building, Gold Coast. Image 1: Researcher Sam Canning notes down on butchers paper ideas devised by the group, 2: A participant shares his ideas for co-design, 3: The Inclusive Futures: Reimagining Disability Team Jo Kek-Pamenter, Maretta Mann, Bek Barker together with Design Cafe Lead Matt McShane, a Paralympic basketball and wheelchair user, 4: Participants sit at a table brainstorming ideas, 5: Matt McShane addresses the Design Cafe cohort, 6: Members of the ADaPT engineering team standing and smiling for the camera.


  • Specialist Disability Accommodation: Brisbane Conference

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    A colourful montage of photos taken at the Specialist Disability Accommodation conference. Photos from left to right: 1: Panelists address the audience, there is a screen behind the keynote speaker showing live captioning and a PowerPoint presentation. 2. An over the shoulder photo of the conference. 3. Guests mingle post event on the Webb Centre balcony.

    It was great to bring together 70 passionate people on 3 November at Griffith University Southbank Campus in Brisbane, to chat all things Specialist Disability Accommodation.

    With speakers and audience members joining us from interstate we welcomed open discussions around some of the hot topics facing the sector at present.

    The event was proudly supported by (Griffith University – Inclusive Futures: Reimagining Disability, Just SDA, Just Advisory Services, H’a’fele Australia and Archr Design) and covered important topics such as:

    How to build your own SDA

    • Accessing Appendix H
    • Updates and trends across the sector
    • Best practice design approaches for SDA
    • A personal journey through the NDIS


    A colour photo of Coral Gillet, from Griffith University wearing a technological headset and brightly coloured dress talking to another conference guest on the balcony post event.

    A great day was had by all, with post event celebrations hosted on the wonderful deck at the Southbank campus for some networking, canape’s and drinks.

    Everyone is ready for the next event in March 2024 (Brisbane) and May 2024 (Melbourne).

    More information, please email Justin MacDonald, Just Advisory Services on: pm@justsda.com.au

    Visit the Inclusive Futures Hub to see the impactful work we are doing around Disability, Accessibility and Inclusion: https://inclusivefutures.griffith.edu.au

    Contact us: inclusivefutures@griffith.edu.au