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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

We are delighted to announce that Dr. Kelsey Chapman has been awarded the winner of the prestigious Nature Award for Inclusive Health Research in partnership with Takeda for her work with The Dignity Project.

Her impactful work with the Dignity Project and Inclusive Futures: Reimagining Disability is a powerful example of how research and advocacy can come together to improve systems and services for people with disability. This recognition is well-deserved, and it speaks volumes about the impact Kelsey and her incredible team, including Angel Dixon OAM, Prof. Elizabeth Kendall AM, and many more, are making in the field.

The Dignity Project continues to challenge conventional approaches to disability research, fostering systemic changes that promote inclusivity and accessibility in healthcare. Dr. Chapman and her team's work is revolutionising how the medical community approaches disability and inclusion in health research.

This recognition from Nature, one of the world's leading scientific journals, underscores the significance of inclusive research methodologies and their potential to create lasting positive change in healthcare delivery.

We extend our warmest congratulations to Dr. Chapman and her team on this well-deserved recognition of their outstanding contributions to inclusive health research.

To learn more about this award-winning project, visit the official webpage here.

Read more about the Nature Awards and visit The Dignity Project website to find out more about Kelsey's impactful work.

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

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.

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! 🌟

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).

Don’t miss out on this incredible opportunity!

Find out more about The Start Line Program: https://www.paralympic.org.au/the-start-line/

Read more: https://www.paralympic.org.au/2023/08/australian-government-boosts-paralympians-talent-search-for-brisbane-2032/

👉 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! 💫

Talent Search: https://shorturl.at/l5Grm

We're thrilled to congratulate our Director, Professor Elizabeth Kendall, on being appointed a Member of the Order of Australia (AM) in the King’s Birthday 2024 Honours List!

On 19 September, Elizabeth attended the Government House Investiture Ceremony, where she was presented with this prestigious award by Her Excellency, the Honourable Dr Jeannette Young, Governor of Queensland.

For over 40 years, Elizabeth has been a trailblazer in disability and rehabilitation research, making groundbreaking contributions that have truly transformed lives. Her leadership at The Hopkins Centre and Griffith University’s Inclusive Futures: Reimagining Disability has driven impactful, user-centered research and policy reforms, all while mentoring the next generation of researchers.

We're incredibly proud of Elizabeth's tireless advocacy and commitment to creating a more inclusive world. This recognition is so well-deserved!

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

Dr Maretta Mann (Griffith University) and Dr Noni Creasey (University of Queensland) at the ARMS Annual Convention.

Last week, Inclusive Futures team member Dr Maretta Mann, together with Dr Noni Creasey from the University of Queensland (UQ), presented “Disability Inclusive Research Management” at the Australasian Research Management Society (ARMS) annual convention in Darwin (#ARMS24).

The presentation gave an overview of disability in Australia, and introduced the terms accessibility, inclusion and belonging in the context of a research organisation.

The presenters shared some practical strategies for including people with disability in research development activities. The benefits for inclusive research management range from supporting pathways for academics in your own research institution to contributions to a more equitable and just society. Why wouldn’t anyone want to do that?!

The talk was well received by research managers from other universities being inspired to adopt disability inclusive practice in their own settings. If you would like to know more, please contact our team!

Find out more about hosting Inclusive and Accessible Events and access our Inclusive Events Checklist: https://inclusivefutures.griffith.edu.au/inclusive-and-accessible-events

Email us:

inclusivefutures@griffith.edu.au

Among these outstanding researchers, we’re excited to welcome Dr. Lisa Stafford to the Inclusive Futures: Reimagining Disability team. Dr. Stafford has been awarded $1,052,822 for her project, "Transport Equity for All".

This project builds on Lisa’s existing body of work and aims to enhance how transport equity is understood, included, and applied in transport planning. Through a collaborative approach with people with disability and transport planners, the project will co-design a practice framework and tools to guide more inclusive decision-making. By co-creating this knowledge and developing practical methods, the project seeks to significantly advance transport equity for people with disability across Australia.

About Dr. Lisa Stafford

Lisa is passionate about inclusive sustainable communities and transport equity. With over 25 years of experience as a researcher, educator, and planner across government, non-government, and university sectors, Lisa continues to lead change at the intersection of disability participation, urban planning and transport. Her work also champions inclusive participatory and co-creation methods to ensure the ‘voices’ of all people, particularly children and people with complex communication needs are heard in research and public planning.

Lisa has lead research, practice and strategic transformation in inclusive community planning and mobility/transport equity to improve social-economic participation of people with disabilities. Her recent work has included:

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

Lisa brings valuable insights from her lived experience as a woman with disability. Lisa lives with multiple autoimmune diseases and uses a walking stick and power wheelchair for daily mobility. Additionally, her leadership experience across various boards and committees continues to be instrumental in advancing inclusive communities and cities, systems, transport, and disability rights for all Australians. Currently Lisa serves as an Australian Human Rights Commission Includeability Ambassador and recent appointment as Chair of Disability-Informed Ethical Oversight Panel for National Disability Data Asset. Lisa is also a member of the Transport Australia Society (TAs), Disability Leadership Institute, and the Planning Institute of Australia (MPIA).

She will join us in 2025 to begin the next chapter of her important work on transport equity.

How Lisa’s project will benefit Australians

Better ways of planning transport to ensure its fair and accessible for all Australians is a significant need.

Transport is essential to everyday life yet remains one of the most reported forms of discrimination experienced by Australian with disabilities.

Every Australian will have an experience of disability in their lifetime, and transport equity is a way of ensuring access needs are met for the most disadvantage to ensure same level of services as everyone.

Problems persist due to little knowledge and practice know how, and gaps in existing national standards. Without fit-for-purpose knowledge to guide planners, applying equity in transport will remain makeshift.

This research will work directly with Australian transport planners and people with disabilities to co-create new knowledge and practice tools, and will be freely available on public website, public information hubs, professional bodies magazines, and through free professional seminars. Applying the new knowledge will inform better planning of transport for everyone, removal of barriers to social-economic participation, and creating fairer access and increased opportunities to work, education, health, recreation, and family/friends critical to everyday life.

An inclusive fit-for-purpose transport systems will reduce spending on expensive disability transport support for some due to improved access to public and active transport, as well as lowering emissions with mode shift and increase usage.

Transport Equity for All – Project Summary
Read more: https://dataportal.arc.gov.au/NCGP/Web/Grant/Grant/FT240100262

More information

inclusivefutures@griffith.edu.au

lisa.stafford@griffith.edu.au

Summary by Dr Maretta Mann

I had the great pleasure of hosting Dr. Sarah Brooker, author of "My Lucky Stroke” at our recent Inclusive Futures Book Club online event on Tuesday 13 August 2024. Having just finished reading Sarah’s book before our event, I found her presentation to contain the same honesty, insight and humour that I enjoyed when reading her story. Here is my summary of our event.

A life-saving accident

Sarah shared her story about her life journey pre- and post-stroke. She began by telling us about her fascination as a young child with the brain and her ambition to become a neuroscientist. She was about to begin her Honours degree, when an accident changed the course of her life. While driving with her two sisters in the car, she had a stroke causing her to crash into a pole. That car accident, while giving her multiple serious injuries, probably also saved her life by preventing a sub arachnoid haemorrhage.

Visible and invisible injuries

Sarah explained that whilst she suffered broken bones and other serious injuries from the car accident, the biggest effects on her life, caused by trauma to her brain, were not apparent for days, months and years afterwards. The first of these changes was the discovery that her pituitary gland was missing, and later she learnt that she was deaf in one ear and had lost her sense of smell. These diagnoses took time because Sarah’s brain injury meant that she had no knowledge or recollection of what it meant to hear or to smell from before her accident.

The ”new” Sarah

Sarah’s rehabilitation journey involved learning again how to eat, walk, dress, cook and to socialise with others. In some ways she was like a child learning about “the new Sarah” and the world around her. However, some parts of her memory were functioning very well. Remarkably, Sarah could remember every fact that she had learnt about the human brain and she was still really passionate about neuroscience.

Trying to fit in was the biggest challenge

Once Sarah left the rehabilitation unit, she found it very difficult to fit into the outside world. Her occupational therapist recommended getting a therapy dog, and so Harvey the fluffy Maltese terrier entered her life. He helped her by providing her with another being to care for and in her interactions with other people. So, with Harvey in her life she went back to university and finished her Honours degree in neuropharmacology, and later a PhD. But the ”new Sarah” found that she didn’t fit into the scientific world. She found it difficult to make friends other than with other people with disability.

A friend and a diagnosis

Two important things happened gave Sarah purpose and a feeling of belonging. She met Alan, who became her friend and later her husband. Alan did not make excuses for her and helped her to navigate a social world. Also, she finally got a diagnosis for her brain injury – orbitofrontal syndrome. Sarah told us how powerful it was to have this diagnosis. It helped her to explain and to manage her own behaviour.

The importance of disability disclosure

Sarah tried several career paths but eventually found happiness as a teacher. She recounted a time when she was studying to become a teacher and someone from the university’s Disability Liaison Unit said to her class:

“‘If you need our help, we are here and don't worry, we won't disclose anything.’ And I was so offended. In my mind, a failure to disclose perpetuates ignorance and ignorance only made it harder to survive.”

In Sarah’s view, disclosure was important both for protecting her from harm in her job, as well as helping others to understand that “the silly little foibles that are Sarah” are due to the golf ball-sized hole in her brain.

Sharing experiences of brain injury

In the discussion following Sarah’s presentation, some attendees shared their own experiences of life after brain injury. As always with these events, I sensed a warmth and connection in the virtual room, where people felt safe to be open, and support each other.

'My Lucky Stroke'

My Lucky Stroke is sadly out of print. I was fortunate to find a second-hand copy, but otherwise you can purchase the e-book on Amazon, here: https://www.amazon.com.au/My-Lucky-Stroke-Sarah-Brooker-ebook/dp/B084ZTG7BH

The book is available as an accessible 16pt large print paperback edition from Better Read Than Dead Bookstore in Newtown, purchase here: https://www.betterread.com.au/book/my-lucky-stroke-16pt-large-print-edition.do

Watch the Author talk on YouTube (An accessible transcript in large print or other formats is available upon request): https://youtu.be/DTPWXlcW7Ao?si=Lg709dg8-zx_4vbm

You can also listen to Sarah’s 2018 interview with Richard Fidler on ABC Conversations here: https://www.abc.net.au/listen/programs/conversations/conversations-sarah-brooker-rpt/9926380

More Information:

inclusivefutures@griffith.edu.au