Celebrating the 2025 ADCET Accessibility in Action Awards

Jodie Hoger

One of the judges for this award was Katy Lambert, the daughter of Trevor Allan, and she provided the following quote:

Jodie's approach in supporting students as individual learners, as well as addressing systemic issues and providing support for colleagues both within and outside of her organisation are very much in line with Dad's multifaceted approach to creating equitable learning environments for tertiary education students

Jodie Hoger, a proud disabled woman who became totally blind by age 30, has devoted nearly three decades to transforming accessibility and inclusion at TAFE NSW. Despite being told at 17 that becoming a teacher was "stupid," Jodie now manages Disability and Access Services, leading a team of 13 while influencing the entire organisation.

Her accomplishments include developing TAFE NSW's first Disability Inclusion Action Plan, co-founding the TAFE-Ability network for employees with disabilities, and contributing to ADCET's guidelines for supporting blind students online. She's also a Member of the Disability Council of NSW and an Ambassador with Accessibility NSW.

Jodie's expertise extends to the development of design standards, training programs, and physical access improvements. Her work on the Physical Access Advisory Group has contributed to over 60 TAFE projects, ensuring accessible learning environments.

"Jodie is TAFE's guiding light for disability and inclusion", says TAFE NSW's Chief People Officer. A former student shares, "Many told me I could never be a childcare worker, but Jodie was my biggest cheerleader." Another colleague adds, "I hid my disability at work for a long time... it was through Jodie's example that I finally addressed my own accessibility issues."

Her life's purpose remains clear: creating a world where people with disability are proud, celebrated and fully themselves.

Trina Bianchini, TAFE SA

TAFE SA Inclusive Education Roadmap

As Teaching and Learning Specialist at TAFE SA, Trina champions inclusive education practices across Australia's education sector. She has developed the organisation's Inclusive Education Roadmap built on Accessibility, Usability and Universal Design for Learning (UDL) principles.

Trina's initiatives address significant barriers including inaccessible learning materials, inconsistent approaches across courses, limited customisation options for students, and varying staff capability in inclusive design.

Her key achievements include implementing YuJa Panorama and the YuJa Website Accessibility Widget, which convert learning materials into alternative formats and allow users to customise interfaces to meet individual needs. She coordinates a national UDL Community of Practice, facilitates professional development, creates accessible teaching resources, and embeds inclusivity standards into institutional practices.

These efforts have transformed TAFE SA—South Australia's largest vocational education provider serving 49,000 students across 30 sites—by enhancing student experiences through personalised learning formats, shifting organisational culture towards inclusive design, elevating TAFE SA's influence in the education sector, aligning practices with strategic priorities, and building capacity across Australian education.

Trina's work exemplifies how systematic inclusive practices can create equitable learning environments that recognise diversity and remove barriers to participation.

Jacinta Jones O'Meara, RMIT

Accessibility Leadership and Advocacy

Since joining RMIT as a Disability Adviser in 2012 and becoming Accessibility Coordinator in 2021, Jacinta has led significant improvements for students with disabilities across the university.

Her achievements include widening participation through accessible open days, implementing inherent requirements in course materials, and creating orientation support including an accessible tour guide and specialised information days for blind students.

Jacinta champions the student voice through RMIT's Global Accessibility Awareness Day celebrations which feature lived experience panels, partnerships with the Student Union, and embedding student perspectives in all accessibility resources. She pioneered Neurodiverse Study Sessions, which have significantly enhanced student success and belonging.

Her consultancy has transformed practices across property, IT, teaching, and library services. She designed Accessibility Capability Uplift training for 180+ Library staff, creating a proactive problem-solving culture around disability barriers and establishing RMIT's first Sensory Friendly Study Space.

Colleagues describe Jacinta as a role model who communicates accessibility as a justice issue in warm, practical ways that inspire both staff and students.

Carmel Whitty, Macquarie University

SureStart (Transition support program for 1st year University students with Autism)

In 2025 Carmel developed a 5-week pilot transition support program to assist students who identify as having autism who were attending University for the first time. The program aimed to provide support, promote skill development, promote a sense of belonging and connection with peers and develop a strong foundation of knowledge for students who were entering the University environment for the first time. 

The program looks at showcasing the differences that students may encounter when leaving school and entering into a University environment: looking at some of the university systems and bureaucracy; highlighting and linking students to support services and programs available within the university; and navigating the built and online environments within a University.

The pilot program was attended by 12 first year students. All but one student continued with the 5 weeks of the program.

Students reported through feedback processes that the program assisted them to prepare well for University, allowed them opportunities to develop networks with other neurodivergent students and were introduced to all the services and knew where to go for assistance.

Dr Laura Gray, Deakin University

Medical Deans (MDANZ) Disability Inclusion Self-Assessment Tool

Laura's work on Medical Deans (MDANZ) Disability Self-Assessment Tool provides an excellent resource for Schools of Medicine to identify and address areas to increase all aspects of inclusion and equity for prospective, current and graduating students with disability.

Laura along with the MDANZ Disability Support Special Interest Group developed the tool to accompany the MDANZ Inclusive Medical Education guidelines to give medical schools the questions to consider, reflect on and evaluate in order to progress towards a more inclusive educational experience for students.

The tool encourages users to reflect and assess six key areas to better foster an inclusive culture. These include:

• Promoting inclusiveness
• Early Engagement
• Open and constructive discussions
• Available supports and services
• Reasonable Adjustments
• Student Support Networks

https://medicaldeans.org.au/md/2024/10/MDANZ-Disability-Inclusion-Self-Assessment-Tool-003.pdf

This tool has had a very positive impact within Deakin's School of Medicine and it is hoped that it can be adapted and adopted across other courses and schools as a regular self-check.

Tiana Blazevic, University of Adelaide

The Neurodiversity Project - Neurodivergent Study Skill Workshops

Tiana Blazevic created the Neurodivergent Study Skills Workshops, an innovative program launched in 2024 that supports self-diagnosed neurodivergent students or those unable to access formal diagnosis.

The workshops address twelve academic areas including advocacy, time management, executive functioning, research, and self-care through a neuro-affirming, strength-based approach. Sessions are delivered both face-to-face and online, with materials available beforehand to maximise accessibility.

Tiana creates safe learning environments through thoughtful accommodations including adjustable lighting, freedom of movement, fidget tools, anonymous participation options, and clear seating signage. Her evidence-based content includes ethical AI tools to assist with executive functioning challenges.

The program has shown impressive growth, with 501 registrations and 355 attendees in early 2025. Over half of participants are not registered with Disability Support Services. Student satisfaction is exceptionally high, with 97% reporting satisfaction and many highlighting the significant positive impact on their academic confidence and personal wellbeing.

The below testimonials are a few examples of how these workshops are having an impact on students and how these workshops have provided the model for which other universities could develop similar workshops or programs. 

"Once again, Tiana's ability to lead us in exploring our existing skills and knowledge then adding to our tools with what has worked for her."

"I love the speaker she was super clear, and easy to understand. I love the strategies that were given. The pill+water bottle was mind blowing haha"

"The atmosphere made me feel really safe and everyone seemed very nice! Everything was super good thank you" 

Brooke Szucs, University of Queensland

UQ Disability Inclusion Advocacy Network (DIAN)

Brooke Szucs leads disability inclusion at the University of Queensland through founding and scaling the Disability Inclusion Advocacy Network (DIAN). This initiative addresses barriers in accessibility, understanding, and cultural inclusion by centring disabled students' voices.

Starting as a faculty pilot in 2023, DIAN expanded university-wide in 2024 with 149 trained members and a broader Community of Practice of 287 participants. Brooke established complementary networks including the Neurodivergent Staff Network and UQ Carers Network.

Her comprehensive approach includes delivering Disability Masterclasses, securing over $24,000 for paid student participation in co-design projects, and implementing the Hidden Disabilities Sunflower Initiative for invisible disabilities.

Brooke's work extends internationally through Universitas 21, where she improves global mobility access for disabled students. Her initiatives have transformed UQ's disability inclusion culture, shaped the university's Disability Research Plan, and transitioned from grassroots advocacy to an institutionally-supported program under UQ's Diversity and Inclusion portfolio.

Joe-Anne Kek-Pamenter, Griffith University

Sustained Advocacy and Commitment to Accessibility

Joe-Anne Kek-Pamenter is a graphic designer and a former design teacher with TAFE Queensland. For more than three decades Joe-Anne has leveraged her expertise and experience making significant contributions to accessibility projects and initiatives across tertiary education. Hard of hearing since age 16, she brings unique lived experience to her work with universities, colleges, and government organisations.

Her work has ranged from developing accessible materials and frameworks, judging for the Centre for Accessibility’s Australian Access Awards, designing the Media Diversity Australia 'Disability Reporting Handbook', First Nations 'Easy Read' materials and the 'Voice of Queenslanders with Disability' accessible materials, among many other projects, including for the NDIS.

She has also worked alongside experts such as Cathy Easte, Bobby Blackson, and Gary Kerridge in the development of the ADCET Guidelines for Supporting Deaf and Hard of Hearing Students, which remains ADCET's most downloaded guide for five consecutive years. Joe-Anne continues to advocate and educate others on accessibility and is currently developing Inclusive Events and Inclusive Design Toolkits to further support education providers across Australia.

Inclusive Assessment Strategies for Educators, RMIT

Alyce Greenwood, Teresa Dowding, Anna Branford, Jacinta Jones-O'Meara, Ronny Andrade Parra, Hilary Wheaton, Jamal Abilmona, Colette Beauregard Seehaber, Rachael Hains-Wesson, Ann Standish, Helen McLean, Chilwin Soh

The Inclusive Assessment Strategies for Educators Workshop Team at RMIT has pioneered an accessibility-focused approach to assessment design. This initiative emerged in 2024 when educators expressed the need for support in creating more inclusive assessments, reinforced by student feedback identifying educator workload and lack of awareness as significant barriers.

RMIT's Centre for Education, Innovation and Quality partnered with Equitable Learning Services to develop collaborative workshops addressing exclusionary barriers in assessment. The team introduced an experimental Inclusive Thinking Cycle adapted from New Zealand's UDL Thinking Cycle, helping educators incorporate individual adjustments into assessment design for all students' benefit.

The workshops embraced Universal Design for Learning principles using ADCET-provided personas and demonstrated technological solutions including H5P interactives, Canvas Studio captioning, AI-generated summaries, and accessibility checkers.

Educator feedback has been overwhelmingly positive: "My toolkit has improved, and I am just that bit more alert to discriminatory and inequitable design". Others noted: "Can't wait to ensure my canvas site is accessible" and "Excellent workshop!"

Creating Accessible, Inclusive and Student-Centred Support Practices, Charles Darwin University

Julia Ash, Chloe Hay, Marnie Bruce

Charles Darwin University's Access and Inclusion team has significantly enhanced university-wide accessibility despite operating with limited resources (averaging 1.5 FTE) and increasing service demands since 2019. Through extensive student consultation, they've achieved 11 objectives from their Accessibility Action Plan.

Key accomplishments include implementing university-wide access to Read & Write software without requiring disability registration, developing three campus sensory spaces (with 73 frequent users at Casuarina alone in 2025), publishing Event Accessibility Guidelines, and making student-guided Disability Standards training mandatory for all staff.

The team extended culturally appropriate First Nations Student Support outreach and provided targeted training on Assistive Technology and Universal Design for Learning to staff and student leaders.

These initiatives have increased engagement with assistive technologies (95 users with 16,737 interactions in 2024), improved student wellbeing, and strengthened CDU's culture of inclusion.

As one student testimonial states: "Imagine living your life with a black and white, no sound TV. Then someone comes along and says, 'Hey, this is called colour and this is called sound.' That's what CDU and Access & Inclusion has been like for me."

Auslan Language and Culture Beginners 1 and 2, University of Newcastle

Tom Doe, Sarah Dearlove, Mali Webb, Patrick Nichols

A collaborative team from Learning Design and Teaching Innovation (LDTI) and the School of Humanities, Creative Industries and Social Sciences (HCISS) has transformed accessibility in the university's Auslan language courses since 2022.

The team redeveloped HUMA2070 Auslan Language and Culture Beginners 1 in online and blended formats, with Beginners 2 currently being implemented. This initiative addresses accessibility barriers for both students learning Auslan and Deaf academics teaching it.

Key achievements include rewriting learning outcomes, producing extensive accessible video resources, implementing interactive assessment activities, and co-designing inclusive Canvas sites optimised for online accessibility. The team embedded culturally relevant content including Disability Royal Commission findings and established sustainable collaboration practices recognising English as a second language.

Student feedback describes the course as "life-changing", with increased cultural awareness and communication confidence. One student noted: "What has changed for me is that I feel I have a better understanding of... how amazing it can be too and that it is in fact not a disability."

The initiative has increased enrolments in intermediate Auslan courses and expanded LDTI team expertise in accessible learning tools.

UniSC Graduation Ceremonies, University of the Sunshine Coast

Emma Rahui, Stefanie Tropiano

The University of the Sunshine Coast (UniSC) has transformed graduation ceremonies into exemplary models of accessibility and inclusion. With 65% of students identifying as part of an equity group, the university prioritises inclusive ceremonies that celebrate achievement while ensuring full participation for all graduands.

Held on campus due to limited regional venue options, these ceremonies create powerful moments for the 40% of students who are first in their family to attend university, as their loved ones experience a university environment for the first time.

Standard accessibility features include individualised support throughout the registration process, pre-ceremony venue familiarisation, fully accessible staging with ramps, comprehensive scripts for hearing-impaired guests, and accommodations for parents with babies and young children.

In 2024, UniSC commissioned bespoke music by Aboriginal and Torres Strait Islander musicians to replace traditional colonial processional music, reflecting their commitment to cultural recognition.

Despite a significant increase in participants (25% more graduands and 30% more guests in 2024), UniSC maintains its focus on creating ceremonies that reflect institutional values and ensure every student can be meaningfully recognised regardless of background.

Professional Captioning Dashboard, University of Technology Sydney

Angel Lee, Ashley Willcox, Conrad Frankland, Elizabeth Smith, Jasmeet Bedi, Jean Lei, Jomark Sto Domigo, Katie Duncan, Michael Chan, Sandra Guthrie, Shirin Bayat

The University of Technology Sydney's professional captioning project represents an innovative collaboration between the Education Portfolio, ITU Learning & Teaching Systems, Accessibility Services, and the Data Analytics & Artificial Intelligence Unit to enhance accessibility for students with hearing loss.

Though UTS introduced professional captioning for pre-recorded materials in 2020, the initial implementation required individual requests from academics, resulting in low engagement and underutilised captioning credits. Students consequently lacked access to accurate captions essential for effective learning.

The project team developed a streamlined solution featuring a PowerBI dashboard that integrates data from Kaltura, Canvas, and student accessibility requirements. This system enables weekly bulk caption requests, reducing academic workload while ensuring students receive accurate captions.

The team also addressed pre-2020 uncaptioned materials by implementing automated captioning as a baseline for all Kaltura content.

The initiative has dramatically improved caption credit utilisation from 20% to over 90% for subjects with hearing-impaired students, significantly enhanced student learning experiences, and increased academic engagement with accessibility practices.

The project's success has prompted investigations into accessibility standards across other learning technologies, furthering UTS's commitment to inclusive education

CSMP (Curtin Specialist Mentoring Program), Curtin University

Sandhya Subarmanian, Debbie Teh, Paul Crestani, Kevin Winder

Curtin Specialist Mentoring Program (CSMP): Supporting Autistic Students in Higher Education.
CSMP stands as a unique initiative supporting students with Autism Spectrum Disorder (ASD) in tertiary education. Since August 2024, the program has expanded its coordination team whilst maintaining its exceptional service delivery.

This distinctive program utilises 50 dedicated mentors who provide comprehensive academic, career and social support to 75 students with ASD diagnoses. CSMP systematically helps students plan for and work towards their academic and career goals, with continuous quality improvement through regular efficacy reviews and service user consultation.

Beyond individual mentoring, CSMP offers invaluable social engagement opportunities through weekly social gatherings and special interest discussion groups—including a women's group, book club and AFL group—creating safe environments for students who often experience social anxiety and sensory sensitivities.

The CSMP common room provides a sensory-appropriate safe space for studying, meeting and dining, contributing to Curtin's status as an institution of choice for autistic students. The program's exceptional staff commitment ensures students remain engaged throughout their academic journey with appropriate support.

Biomedicine Technical Services Team, Deakin University

Maria Amodio, Cuong Huynh, Nick Esbert , Liam Nolan, Shea Randall, Khanh Tran

Deakin University's technical team has demonstrated an exceptional accessibility innovation for a blind student (JAWS and braille user) enrolled in the Bachelor of Biomedicine program in 2025. The team embraced the challenge of creating meaningful laboratory experiences across Biology, Chemistry and Anatomy practical classes through a collaborative, curiosity-driven approach.

Instead of making assumptions, the team actively consulted with the student, implementing feedback and valuing learning opportunities from both successes and challenges. Their innovative solutions enabled the student to participate fully in all laboratory activities, including brain dissection, blood pressure measurement, chemical reactions, and genetics experiments.

The technical team utilised existing 3D models and created new ones using 3D printers borrowed from other departments. They developed tactile diagrams using wikki sticks and plasticine, and created raised line drawings with flywire and paper.

This initiative represents both immediate accessibility improvements and systemic change, as the technical team collaborated with the Disability Resource Centre to build capacity for supporting future blind students in Science and Biomedicine courses, demonstrating Deakin's commitment to inclusive education.

Inclusive Employability Project, Edith Cowan University

Emma Lovegrove, Denise Bertilone, Prof. Justin Brown

Edith Cowan University Inclusive Employability Officers, Emma Lovegrove and Denise Bertilone have led the development and co-design of a suite of initiatives that support university students with disability in their transition from study to employment.

Australian data highlights persistent employment disparities for people with disability, despite increased higher education participation. The ECU approach addresses this through a holistic strategy that foregrounds lived experiences whilst creating systemic change.

Key outcomes include:

• 'Strength in Diversity' online resource featuring real-life workplace stories with intersectional perspectives
• Co-design of resources by people with disability, enhancing accessibility and relevance
• Capacity-building tools for ECU staff supporting students with disability
• Advocacy with employers to create inclusive recruitment pathways

For 2025, inclusive internships are planned to provide case studies for prospective hosts. This work connects university staff, services and academics to improve awareness and collaboration, making support more visible for students with disability.

Implementing a Hive Formation for Accessibility and Inclusion Knowledge Sharing, TAFE NSW

Naomi McGrath, John Fardoulis, Kathy Simic, Stephen Belbin, Carla McMillan, Sue Wakefield, Mia Lahey Rudd, Teresita Eslava, Gail Mercado

TAFE NSW is advancing accessibility and equity through its Inclusive Design (ID) team's focus on staff capability development. The award-winning ID Hive platform supports TAFE NSW Inclusive Design Standards with comprehensive resources on accessibility, literacy, Universal Design for Learning and usability.

Building on this success, the team developed the ID Hive Storage Space—a repository featuring micro-training videos, resources and teaching tools that provides "just-in-time" information for staff.

The team is piloting inclusive quality health checks on teaching materials to identify barriers and ensure compliance with WCAG 2.2 guidelines and language, literacy, numeracy and digital literacy criteria.

These initiatives reduce costs, minimise accessibility complaints and empower staff to create inclusive learning environments.

Feedback demonstrates impact: "You constantly think of the needs of your audience and adjust appropriately to be fully inclusive" noted a Quality Control Officer, while another user remarked, "This resource is very thought provoking".

UDL-LevelUp: Implementing Inclusive Practices in Teaching and Learning, TAFE NSW / TAFE SA

Naomi McGrath, John Fardoulis (TAFE NSW), Trina Bianchini, Tanya Allan (TAFE SA)

Developed collaboratively by TAFE NSW and TAFE SA, UDL-LevelUp is an innovative staff capability tool that integrates inclusive teaching practices through three progressive capability levels: accessibility, usability/communication, and Universal Design for Learning (UDL).

The resource presents identical content four times, each demonstrating incremental improvements. Beginning with basic design, subsequent levels incorporate accessibility standards, usability enhancements and, finally, comprehensive UDL principles that maximise learner choice and flexibility.

This graduated approach allows staff to build confidence progressively, starting with fundamental changes before advancing to more sophisticated inclusive techniques. Each level includes detailed analysis of the inclusive design methods implemented, empowering staff to make informed improvements to their own teaching materials.

The initiative has gained sector recognition, with the team invited to present at the TAFE Directors Australia UDL webinar and the 2024 ADCET UDL Symposium, where one delegate praised: "Excellent. I love the idea of the level up, and you've put it in a nice simple way."

Neurodiverse Student Programs, Deakin University

Meg Mahar, Lisa Kavenagh, Emma Clyne, Tracey Nelson, Kylie Fitzpatrick, Emma Clyne, Claire Edwards, Andrew Synnot, Craig McGree, Lizeth Rodriguez, Simon Goh, Nikki Bleja, John Laidlaw, Michelle Jepsen

Deakin University's Access and Inclusion team and Counselling team has embarked on a number of programs that support Neurodiverse Students. Some are well established mentoring programs such as the NAVIGATE mentoring program (for first year Autistic Students) and others are new, such as body doubling study groups for students with ADHD. Here is a list of projects and programs:

• NAVIAGTE Mentoring Program: 1:1 mentoring and social activities for Autistic students
• ADHD Peer Support Programs: Six week program offered online and on campus
• Low Sensory Orientation Tours run prior to O-Week
• Improved student resources on student webpages e.g. ADHD tips sheet and Assistive Technology
• Current project to develop Sensory Stories, Mapping and Signage
• Body doubling study sessions pilot in Waurn Ponds and Burwood 

Equity-capable Careers Service, Deakin University

Lauren Hansen, David Eckstein, Lisa White, Teryn Attwell, Jess Avery

Deakin's Graduate Employment division has launched comprehensive capability-building and career development initiatives specifically for students with disability (SwD), demonstrating their commitment to accessibility and inclusion across the organisation.

Working collaboratively with Deakin's Equity and Inclusion team, the division has implemented professional development seminars covering unconscious bias, visible and invisible disability, Universal Design for Learning, digital accessibility and professional identity connections. These programs have equipped approximately 30 Graduate Employment team members with essential skills for supporting SwD effectively.

A WCAG 2.1 compliant accessibility checklist ensures digital assets—including seminar materials, recruitment processes and the public-facing website—remain accessible to all users.

The division has shared their principles and impacts with the broader Deakin community through the Graduate Employability Action Learning Group and engaged with employers via a neurodivergent student panel, incorporating student voices into inclusive capacity development.

An accessibility review of the Embedded Career Education Program, which reaches around 15,000 students annually, has repositioned disability as a valuable perspective on mainstream career development. This approach shifts focus from barriers to aspirations, encouraging students to engage with their studies without viewing disability as a professional deficit.

This mainstreaming of disability issues has supported the development of a tailored career program for 79 members of Deakin's Engagement and Access Program.

OneDeakin Assessment Task Template, Deakin University

Sam Purvis, David O’Brien, Lea Piskeiwicz, Linda Corrin, Fabrice Bernard, Susie Macfarlane, Sachin Ranaweera, Penny Manwaring, Sara Dingle, Robyn Yucel, Tiff Gunning, Robyn Barallon, Kirra Minton, Tara Draper

This nomination recognises the OneDeakin Assessment Task Template Working Group for their accessibility-first design approach to university-wide assessment standardisation.

Clear assessment information is vital for student success. The template addresses barriers caused by unclear instructions and inconsistent formats by providing consistent presentation of assessment details, answering key questions about what tasks are, why students are doing them, how to complete them and when they're due.

The Working Group, comprising faculty-embedded learning innovation leaders and teaching and learning representatives across all four faculties, collaborated for ten months to design this template. Their consultative approach included input from educational researchers, accessibility experts, neurodiversity specialists, student support services, disability liaison officers and academic governance.

Students participated as partners throughout the development process, providing research, consultation and feedback representing diverse student experiences. A pilot involving 15 academic staff and seven learning designers has transformed 36 assessment templates, now available to students in Trimester 1, 2025 units. Initial student feedback has been very positive.

University-wide implementation will commence in Trimester 2, 2025, ensuring a consistent, accessible assessment experience for all learners, with ongoing engagement to meet the diverse needs of the student body.

The Working Group's commitment to accessibility-first development deserves recognition for benefiting the entire Deakin community.