The 2026 ADCET Accessibility in Action Awards Recipients Announced - Celebrate with us!

Professor Paul Harpur OAM 

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

Paul is exactly the type of candidate this award is all about - has led meaningful change both within his own institution as well as sector wide,both within Australia and Globally.

Taken directly from Paul's extensive UQ profile (which still is not enough to capture the full extent of Paul's impact on the sector and on the day to day lives of individuals he works with!): 

"Professor Harpur is active in university-wide and sector-wide higher education change. Illustratively he has chaired the UQ Disability Inclusion Group since 2016 and sits on a range of university-wide committees. At the sector-wide level, during 2023 Dr Harpur served on the Ministerial Reference Group for the Universities Accord. He also serves on the Higher Education Standards Panel (HESP), which is a statutory body under Part 9 of the Tertiary Education Quality and Standards Agency Act 2011 (Cth). The HESP is charged to advise and make recommendations to the Minister and to the Tertiary Education Quality and Standards Agency (TEQSA) on the Higher Education Standards Framework and to TEQSA on matters including TEQSA’ strategic objectives, corporate plan, performance against that plan, reform agenda, streamlining of activities and resourcing requirements and its regulatory approaches. He also serves on the Advisory Board for the Australian Centre for Student Equity and Success, formerly the National Center for Student Equity in Higher Education. In April the Univertas 21 (U21) Senior Leaders Group adopted the U21 Framework for Equitable and Inclusive Global Engagement to guide EDI across the 30 university Network. This Framework as a committee, the U21 EDI Management Committee, to which Professor Harpur was appointed in 2025. [Note that part of this work was exploring the reasonable adjustments processes across universities globally and building a case for the need for proactive accessibility and inclusion through UDL, rather than solely relying on reactive approaches]. His transformational work and service has been recognised with numerous diversity and inclusion, human resources and leadership citations and awards. In the 2024 Australia Day Honours, Professor Harpur was awarded a Medal of the Order of Australia by the Governor General of Australia (OAM). The citation for his OAM is “for service to people with disability”."

In addition "Professor Harpur directs the the UQ Disability Collaboratory. The UQ Disability Collaboratory is a university-wide University of Queensland initiative which galvanises the university’s significant but currently distributed research expertise in order to maximise research impact and output. The Collaboratory is the primary means by which UQ enacts its commitment to research excellence in the fields of disability inclusion and was established following the University’s adoption of the Champions of Change Disability Inclusion Research and Innovation Plan. In addition to including a commitment to forming a high-impact disability research network, the Plan will further UQ’s leadership in disability inclusion research, ensuring that people with lived experience of disability play a central role in shaping research outcomes."

Examples include: 

Chapter 34: Strategic human rights-based policy reforms for making Australian universities equally accessible to students, staff, and faculty who are Indigenous people with disability

Advocacy for universities to be inclusive: Visionary educator wants universities to be disability champions

Paul's impact spans from the individuals he meets and works with day to day, to substantial impacts to disability inclusion and accessibility at the university level, to global awareness and impact."

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Aaron Saint-James, University of New South Wales

Simplifii / Diversified

Aaron Saint-James is being recognised for his innovative and nationally recognised work advancing neuro-inclusive education, accessibility and disability research at UNSW Sydney. As a Research Officer, Neuro-Inclusive Senior Project Officer and MRes candidate researching Universal Design for Learning (UDL) 3.0, Aaron has developed a significant body of work addressing accessibility barriers faced by neurodivergent students in higher education. His leadership has been recognised through selection as a Neurodiversity Foundation Research Fellow, participation in the inaugural National Disability Research Partnership Disability Research Leadership Program, and membership in the 2026 Remarkable Accelerator.

Aaron’s work focuses on reducing the cognitive and structural barriers created by traditional assessment design, particularly for students with ADHD, dyslexia and autism. He founded Simplifii, an AI-powered platform that transforms complex assessment briefs into structured, neuro-inclusive formats aligned with UDL principles, helping students focus on learning rather than decoding instructions. He also co-founded Diversified, UNSW’s neuroinclusive education initiative, and developed a range of resources including accessible assessment frameworks, student support hubs, inclusion toolkits, and evidence-based digital accessibility guidelines for educators and institutions.

Aaron’s work has had a strong impact at both institutional and sector level. At UNSW, his initiatives have helped shift conversations from reactive accommodation towards proactive inclusive design embedded within policies, training and teaching practice. Student feedback highlights the positive impact of tools such as Simplifii in reducing stress and improving understanding of assessment expectations. Beyond UNSW, his research, platforms and resources are designed for national scalability, contributing to broader conversations about disability inclusion, accessible assessment and meaningful implementation of UDL across Australian higher education.

Dr Betsi Beem, University of Sydney

Inclusive by Design: Disrupting traditional pedagogy to remove barriers to learning

Dr Betsi Beem is being recognised for her sustained commitment to accessibility and inclusive teaching practice within the School of Social and Political Sciences at The University of Sydney. During 2025, she redesigned key units, including GOVT6311 Public Policy, using Universal Design for Learning (UDL) principles to better support students with diverse learning needs, including neurodivergent students, students with mental health challenges, carers, and students from culturally and linguistically diverse backgrounds. Her work reflects a deeply student-centred and responsive approach to teaching and learning.

Dr Beem implemented a wide range of inclusive strategies to reduce barriers and improve student engagement. These included flexible and staged assessments, gamified collaborative learning activities, clearly structured and accessible online learning materials, and providing content in multiple formats with captions, transcripts and detailed notes. She also introduced practical supports such as orientation videos, accessible teaching spaces, and explicit guidance around reading load and study expectations. Throughout this work, she collaborated closely with educational designers and UDL specialists to continuously refine and improve her practice.

The impact of Dr Beem’s work has been both practical and deeply personal for students. Students reported that the inclusive strategies embedded within her units helped them manage challenges associated with ADHD, anxiety and cultural adjustment, while also increasing their confidence and sense of belonging. Her work demonstrates how accessibility can be embedded into curriculum design while maintaining strong academic standards, providing a model of applied UDL practice that contributes to broader institutional and sector conversations about inclusive higher education.

Elpitha (Peta) Spyrou, Adelaide University

Adelaide Law School’s Student Access, Support, and Inclusion Program

Elpitha (Peta) Spyrou is being recognised for establishing the Student Access, Support, and Inclusion Program at The University of Adelaide Law School, a scalable initiative embedding accessibility into the design of legal education rather than relying on individual adjustments. Drawing on expertise in disability discrimination, inclusive pedagogy and lived experience, Peta developed a proactive, system-level approach to addressing structural barriers within legal education, including hidden curriculum expectations, high-pressure assessment practices, limited practical support, and cultures that normalise stress and overwork.

Central to the program is Peta’s adaptation of the Multi-Tiered System of Support (MTSS) framework for higher education, embedding accessibility across universal, targeted and individualised supports. Key initiatives include the Exam Practice Activity, which allows students to practise exam conditions in a supported environment, coordinated academic enrichment workshops, experiential learning opportunities, and the Student Success and Accountability Mentor program providing targeted one-to-one support for neurodivergent students. She also introduced wellbeing initiatives such as staff and student wellbeing walks and coffee chats to strengthen connection and belonging within the Law School community.

The program has had a significant impact on student confidence, preparedness and academic belonging, with strong student engagement and overwhelmingly positive feedback. The Exam Practice Activity expanded across 11 core law courses with hundreds of voluntary participants, while the mentoring program continues to grow in response to demand. Peta’s work has also driven cultural and institutional change, embedding accessibility as a core teaching principle within the Law School and influencing broader sector conversations about neurodiversity and inclusive legal education. Her leadership has been recognised through multiple university teaching and service awards, including a 2025 University of Adelaide Commendation for Excellence in Teaching.

Dr Kevan Walter Jones, University of Queensland

UQ Neurodivergent Hub

The UQ Neurodivergent Hub is being recognised for its outstanding commitment to improving accessibility and inclusion for neurodivergent students within higher education. The Hub acknowledges that many traditional university systems and teaching practices are unintentionally designed around neurotypical expectations, creating hidden and often overlooked barriers for neurodivergent students. Its work addresses challenges across sensory and physical accessibility, digital learning, assessment practices, social participation, and staff understanding of neurodivergent experiences.

Established with a commitment to “learning through practice,” the Hub has developed innovative and evidence-informed approaches tailored specifically to the higher education environment. Key initiatives include establishing the UQ Neurodivergent Hub, co-designing and delivering an ADHD Group Coaching Program with students, investigating support needs for neurodivergent HDR students, contributing to neurodivergent-focused transition resources, and delivering professional development for academic, professional and residential college staff.

Through collaboration, advocacy and sector engagement, the Hub has significantly advanced understanding of neurodivergent accessibility in higher education. Its work has strengthened staff capability, improved inclusive learning environments, and provided meaningful, practical support for neurodivergent students navigating university life. The Hub stands as a strong example of accessibility practice grounded in evidence, lived experience and continuous improvement.

Lynette Blayney, Transformational Institute

Trauma-Informed Education: Removing Barriers and Empowering Students with Disability and Psychosocial Challenges Across the Tertiary Sector

Lynette Blayney is being recognised for her long-standing commitment to trauma-informed and inclusive education for students with disability, psychosocial challenges, and complex support needs. Drawing on more than 30 years of experience across health, child protection, community services and vocational education, Lynette has consistently worked to remove systemic and attitudinal barriers that prevent vulnerable students from accessing and succeeding in education. Her work at Transformational Institute reflects a strong belief that education systems should adapt to learners rather than expecting learners to conform to rigid systems.

Lynette’s practice addresses barriers including rigid assessment structures, inaccessible learning environments, low student confidence, disrupted education histories, and limited understanding of trauma and psychosocial disability within education. She has implemented trauma-informed teaching approaches that create psychologically safe learning environments, adapted curriculum delivery to meet diverse learning needs, and introduced flexible assessment methods and practical supports such as verbal assessments, quiet spaces, and visual planning tools. Her work also integrates education about the neurobiology of trauma, helping students better understand their learning experiences and build confidence in their capabilities.

Her impact has been significant at both student and organisational levels. Through inclusive and responsive teaching practices, Lynette has contributed to improved student engagement, retention, qualification completion and employment outcomes within an organisation serving many students facing complex barriers. Students frequently report feeling understood, supported and capable of learning for the first time. Beyond individual learners, her work has helped strengthen trauma-informed and student-centred practice across the organisation and contributed to a more inclusive workforce within the community services and disability sectors.

Naomi McGrath, TAFE NSW

Advocacy and Leadership in Accessibility and Inclusion

Naomi McGrath is being recognised for her exceptional leadership and long-standing commitment to accessibility and inclusion across TAFE NSW. Over more than a decade, she has driven significant cultural and organisational change, championing accessibility as a core component of educational quality, equity and human-centred design rather than simply a compliance requirement. Through authentic, collaborative leadership, Naomi has built confidence and capability across teams, creating psychologically safe environments where staff feel empowered to engage with inclusive practice.

Naomi led the nationally recognised TAFE NSW Inclusive Design Team, which received three ADCET Accessibility in Action Awards under her leadership. She championed the proactive embedding of accessibility and inclusive design into course development, led accessibility reviews of learning materials and digital content, and developed organisational standards, frameworks and practical tools to support consistent inclusive practice. Her work also included the development of the TAFE NSW Inclusive Design Standards and sector-leading initiatives such as UDL-LevelUp, which provided educators with practical pathways to strengthen inclusive teaching practice.

Naomi’s work has had a profound impact on both organisational culture and learner experience. Her leadership has strengthened staff understanding of accessibility, increased confidence in inclusive design, and positioned TAFE NSW as a leader in accessible and inclusive education. Most importantly, her work has contributed to more equitable, flexible and empowering learning experiences for students with disability by embedding accessibility into systems, processes and everyday educational practice.

Rebecca McNeil, Macquarie University

Macquarie University Neurodiversity Community of Practice

Rebecca McNeil is being recognised for her sustained and practical leadership in advancing neurodiversity inclusion at Macquarie University. Over the past 18 months, she has demonstrated how meaningful institutional change can be achieved through community-building, strategic advocacy and ongoing commitment to inclusion. Her work addressed key barriers faced by neurodivergent students, including limited peer connection, inconsistent staff understanding, and fragmented institutional approaches to neurodiversity support.

Rebecca founded and chaired the Macquarie University Neurodiversity Community of Practice, growing it to more than 150 members across academic and professional staff, students and industry partners. She also led the development of the report, “The Macquarie University Neurodiversity Initiative: A Vision for Meaningful Inclusion,” which provides an evidence-based framework for neurodiversity inclusion across the university. In addition, she organised Macquarie’s Neurodiversity Celebration Week 2026 symposium, bringing together external experts, staff and students, while ensuring neurodivergent student voices were central to discussions about institutional change.

Rebecca’s work has created lasting institutional infrastructure and strengthened connections between staff and students working to improve neurodiversity inclusion. The Community of Practice has built greater awareness, collaboration and capability across the university, while the launch of the Student Accessibility Action Plan (2025–2028) alongside the symposium has established a formal commitment to ongoing accountability and action. Her leadership has helped position neurodivergent students as active contributors shaping a more inclusive university culture.

Sandy Houston, RMIT University

User testing and product uplift

Sandy Houston is a highly skilled professional dedicated to advancing inclusive digital experiences in higher education. With expertise spanning user experience design, graphic design, technical development and digital accessibility, he brings a critical, user-centred perspective to accessibility work and actively challenges assumptions about what it means for a product to be “accessible”. His approach recognises accessibility as complex and requiring genuine testing with diverse users rather than relying on compliance claims or checklists.

Over the past three years at RMIT University Library, Sandy has significantly improved the usability and consistency of multiple digital platforms. His work includes enhancing navigation for the Learning Lab, introducing a theme switcher for light and dark modes, reducing cognitive load across interfaces, and improving consistency across digital products. He has also contributed to redesigning physical library signage to improve clarity and user experience across environments.

A defining feature of Sandy’s practice is his commitment to real-world usability testing with people with lived experience. He has led and secured funding for testing with blind and vision-impaired users, neurodivergent students, and advisory groups, uncovering critical insights that have directly informed design improvements and challenged assumptions about accessibility and device use. These efforts have embedded user testing into Library practice, secured ongoing funding for accessibility evaluation, and contributed to measurable growth in digital engagement, including a substantial increase in Learning Lab visibility and usage.

Sue Sharpe, Deakin University

Inclusive Education Program: Embedding Accessibility, Equity and Ethical Generative AI in Curriculum and Assessment (2025–2026)

Sue Sharpe was nominated for her exceptional leadership in accessibility and inclusion through Deakin University’s Inclusive Education program during 2025–2026. In response to the rapid rise of generative AI in higher education, she ensured that accessibility, equity and student experience remained central to institutional and sector-wide conversations. Through leadership, professional development, consultation and public knowledge sharing, Sue increased staff confidence to engage with complex issues surrounding AI, assessment and inclusion.

Her work addressed the significant risks AI can create for students with disability, neurodivergent students and other marginalised groups, while also recognising AI’s potential as assistive technology. Sue consistently reframed AI discussions through an inclusion-first lens, amplified diverse and intersectional voices, and created safe, respectful spaces for dialogue and learning. Her work has influenced curriculum and assessment design, strengthened inclusive practice across Deakin University, and contributed to broader national conversations about ethical and inclusive AI in higher education.

Through widely attended events, openly shared resources and sector collaborations, Sue’s impact extended well beyond Deakin. Her work has shaped educator understanding of accessibility, inclusion and responsible AI, while modelling practical inclusive practices that others have adopted in their own teaching and professional development. 

Teagan Menhenett, Deakin University

Various work in supporting neurodivergent students

Teagan is a first-year doctoral student and neurodivergent advocate whose lived experience and expertise have informed a strong body of work supporting neurodivergent students at Deakin University. She brings deep insight into the barriers faced by neurodivergent learners and applies this understanding across mentoring, resource development, and staff and student education.

Teagan is the lead author of Communication and Teamwork Skills to Support Neurodiversity, an open educational resource co-developed with the School of Engineering, designed to support both staff and students in building inclusive communication and teamwork practices. Building on this, she led the development of a staff and student mentor training module, Understanding and Supporting Neurodivergent Students, hosted on Deakin’s mentoring platform. She also delivered an ADCET webinar on supporting neurodivergent students and continues to work directly with students as a Navigate Mentor and facilitator of ADHD study groups.

Her work addresses key barriers including limited staff understanding of neurodiversity, inconsistent language and practice in supporting students, and challenges neurodivergent students face in transition, study strategies, and collaborative learning. Since the launch of her training module, around 140 student mentors have completed it, with 70% rating it “very useful” and reporting improved understanding of neurodivergent experiences and more confident, inclusive mentoring practice. Feedback highlights the clarity, accessibility, and practical value of her work, as well as its positive impact on mentor awareness and student support.

Timothy Boye, University of Technology Sydney

Empowering Disabled Engineering and IT Students in Work-Integrated Learning through Participatory Research and Systemic Reform

Timothy Boye is being recognised for his sustained contribution to improving accessibility and inclusion for students with disability in engineering and IT education, particularly within Work-Integrated Learning (WIL). Through a combination of research, curriculum leadership, and sector engagement, he has worked to reposition WIL from a point of exclusion into a more equitable and accessible part of the student experience. His approach is grounded in participatory research and lived experience, ensuring accessibility is embedded within systems rather than treated as an add-on.

His work addresses significant structural barriers faced by disabled students in WIL, including discriminatory workplace practices, inaccessible recruitment processes, limited institutional accountability, and lack of support across university–industry transitions. In response, Timothy led participatory workshops with disabled students to co-design solutions, including improved employment preparation, stronger support structures, and better employer education. He also contributed to curriculum reform as a Professional Practice Program Coordinator, supported students directly through advocacy and adjustments, and engaged in national sector initiatives such as the ADCET WIL Project Advisory Group.

This work has had meaningful impact for students, the institution, and the wider sector. Students reported increased confidence, belonging, and connection through participatory workshops, while their lived experience has directly informed institutional improvements in WIL design and accessibility awareness. At a sector level, Timothy has contributed to national resources, publications, and conferences advancing disability-inclusive practice in WIL. His PhD research further strengthens this contribution, providing a comprehensive evidence base that is already informing broader discussions on inclusive engineering education in Australia.

Body Doubling Pilot, Charles Sturt University

Dr Jess Macer-Wright, Samantha Tiernan, Students - Patience Peitsch, Deanna Martinazzo, Jessica Anderson, August Jacups, Chloe Baldry, Adriana Duncan, Sally Young, Mikayla Check

The Body Doubling Pilot is an innovative, co-designed accessibility initiative that embeds neurodivergent students and staff as genuine partners in shaping a university support model grounded in lived experience. It adapts the community practice of body doubling into a higher education context while preserving its core values of connection, shared presence, and mutual support. The pilot responds to a recognised gap in traditional university disability supports, which are often reactive and individualised, by instead creating a proactive, relational, and strengths-based approach to inclusion.

The program emerged in response to growing demand for neurodivergent supports at Charles Sturt University and was developed through targeted funding and the establishment of a dedicated Neurodiversity Project Officer role. Through structured co-design with neurodivergent students, the pilot has evolved into a living system where participants actively shape session structure, sensory conditions, facilitation approaches, and modes of engagement. It explicitly centres neurodivergent knowledge and challenges institutional approaches that risk diluting community-led practices when implemented without co-design.

Since its initial rollout in 2025–2026, the pilot has expanded to 65 neurodivergent students and continues to demonstrate strong impact in fostering belonging, reducing isolation, and supporting task initiation, focus, and emotional regulation. Students consistently report improved wellbeing, increased motivation, and a stronger sense of connection through participation. The initiative is now being prepared for a university-wide rollout in 2026, offering a scalable model for neuro-affirming, co-created accessibility practice that positions students not just as service users, but as leaders and designers of inclusive support.

Citizen Research Essentials: A Short Course, Griffith University

Dr Kelsey Chapman, Rebekah Barker, Joe-Anne Kek-Pamenter, Jenny Camagnolo, Renee Denham, Mark Lawson and Rae Jobst

Citizen Research Essentials is an online micro-credential developed by Inclusive Futures: Reimagining Disability at Griffith University to enable people with disability to actively participate in and lead research. It recognises lived experience as expertise and provides learners with practical skills to contribute across the full research cycle, from project design through to analysis and dissemination. The course was redeveloped following a pilot that identified a clear gap in accessible, disability-centred research training.

The program directly addresses both technical and systemic barriers that have historically excluded people with disability from research. These include inaccessible online learning environments, lack of captions or Auslan interpretation, and assumptions about prior academic knowledge, as well as the broader issue that research is often conducted about or on people with disability rather than with them as equal partners. In response, the course embeds accessibility from the outset through co-design with people with disability, plain language content, flexible self-paced participation, and accessible digital platforms including screen reader compatibility, captions, transcripts, and Auslan integration. It also includes social learning tools, onboarding supports, and an independent accessibility audit informed by user testing with people with disability.

The impact has been significant, with national recognition and strong demand, including 150 sponsored places through the National Disability Research Partnership and high levels of expressions of interest for the first cohort. The course provides structured pathways into further research involvement, including participation in active projects, engagement with national research communities, and progression to scholarships or postgraduate study. More broadly, it is contributing to a shift in research culture by positioning people with disability not as subjects of research, but as researchers and leaders, strengthening both the quality and inclusivity of research across the sector.

Co-designing Accessible Digital Learning with Visually Impaired Students, RMIT University

Quyen Tran and Binh Nguyen

The Inclusive Digital Learning Initiative (IDLI) team at RMIT Vietnam is nominated for its co-design-led transformation of digital accessibility in higher education. Originating from a direct accessibility issue raised by a visually impaired student, the initiative moved beyond compliance to embed lived experience into the design of learning systems. Working within a national context where disability inclusion in higher education remains significantly underdeveloped, the team aligned their work with RMIT’s IDEA framework to ensure accessibility is built into course design from the outset rather than retrofitted.

The initiative began when standard WCAG AA-compliant materials were found to still be inaccessible in practice, revealing a gap between compliance and real user experience. Through direct collaboration with visually impaired students using screen readers, the team identified critical barriers in tools such as H5P activities, dense alt-text, and interactive content that was not keyboard or screen-reader friendly. These insights demonstrated that accessibility audits without end-user testing can miss fundamental usability issues, particularly for neurodivergent and disabled learners.

To address this, the team implemented a structured four-phase co-design process involving audit, prototyping, live testing with students, and implementation of scalable solutions. Outcomes included redesigned Canvas templates, accessible alternatives to inaccessible H5P activities, improved alt-text and image description guidelines, and staff training resources now embedded across courses. The impact has been substantial, with accessible templates adopted in over 120 courses reaching more than 12,000 students, improved staff capability, and strong student validation of a more inclusive and empowering learning experience, alongside sector-wide recognition and dissemination of the model.

DysCalculator - a calculator app for people with dyscalculia or maths anxiety, explainIT NZ

Gary Sharpe, Hannah Hughson, Philip Schlup, Keitha Sharpe and Michael Grawe

ExplainIT NZ is nominated for its development of DysCalculator, a free, accessible numeracy tool designed to reduce barriers for learners with dyscalculia and maths anxiety. Led by educator Gary Sharpe, the team has taken a design-led approach that focuses on improving access at the point of interaction, enabling learners to engage more confidently with mathematical tasks and demonstrate their understanding without being constrained by traditional, high-barrier methods.

Traditional approaches to mathematics often rely heavily on abstract symbols, high working memory demands, and rigid methods of problem-solving, which can exclude or disadvantage many learners. For people with dyscalculia in particular, this can result in anxiety, avoidance, and reduced participation. DysCalculator was developed to address these barriers by providing a structured, step-by-step interface, reducing cognitive load, incorporating visual supports, and allowing learners to externalise their thinking during calculations. The tool has also been widely shared through professional learning activities across Aotearoa New Zealand and internationally.

The impact has been substantial, with over 30,000 learners using the tool in the past year and reported improvements in confidence, engagement, and task completion. Learners describe reduced anxiety and a more positive relationship with numeracy, while educators report clearer understanding and improved participation in learning activities. The tool has also supported measurable achievement gains in individual cases and has been adopted in assessment contexts, including approval by a Welsh exam board, demonstrating growing sector recognition and uptake of more inclusive approaches to numeracy education.

Inherent Requirements Framework Project, Edith Cowan University

Susan Edgar, Dr Fiona Navin, with the support of the Inherent Requirements Staff Working Group (14 members) and Inherent Requirements Student Advisory Group (40 members)

Edith Cowan University’s 2025 Inherent Requirements Framework project, led by the Access and Equity Directorate, was nominated for its whole-of-university, co-designed approach to improving transparency and accessibility for prospective and current students. The project responded to gaps in how course expectations were communicated at entry, particularly for students with disability who often lacked clear, strengths-based information about essential course capabilities and available supports. A large, diverse Student Advisory Group (40 members) worked alongside staff representatives from across the university, ensuring lived experience directly informed the redesign of the framework.

The project addressed well-documented barriers in traditional “inherent requirements” approaches, which can reflect deficit-based assumptions about disability and place a significant self-advocacy burden on students. Through extensive consultation, iterative advisory groups, and cross-institutional collaboration, ECU developed a new two-part framework outlining Essential Course Requirements and Inherent Professional Capabilities. The model reframes requirements through a more inclusive, social model of disability, improving clarity for students before enrolment and supporting more informed decision-making about study pathways.

The impact has been significant at both structural and cultural levels. Accessibility Advisers now participate directly in School curriculum committees, strengthening collaboration on discipline-specific accommodations and assessment design. A new Senior Inclusive Learning Adviser role has been created to enhance disability-specific learning support, alongside a Lead Inherent Requirements position to embed the framework across curriculum review processes. Students also contributed as co-designers and co-authors, with their input shaping both the framework and an academic publication, reinforcing a sustained shift toward transparency, shared decision-making, and strengths-based inclusion across the university.

Making the Inaccessible Accessible: Transforming Visual Biochemistry Education for Blind and Low Vision Students, Deakin University

Alona Charuvi, Anbu Vanangamudi and Marcelo Tavares de Oliveira

This initiative within SLE212 Biochemistry at Deakin University was developed to address significant accessibility barriers faced by Anna, a blind student undertaking a highly visual STEM unit. Biochemistry typically relies on diagrams, molecular structures, graphs, and symbolic representations that are difficult to translate into text alone, meaning traditional approaches were insufficient to convey key spatial and conceptual relationships. The project was therefore designed to enable equitable access to complex scientific content through alternative, tactile learning methods.

A collaborative team approach was used to redesign learning materials and laboratory experiences. This included the development of tactile-ready resources such as high-contrast image conversions, Braille annotations, textured overlays, and swell paper graphics, alongside tactile scientific models representing concepts such as standard curves and chromatography systems. These resources allowed abstract biochemical processes to be experienced through touch and spatial interpretation, while coordinated curriculum and pedagogical adjustments ensured the materials were meaningfully embedded into teaching and assessment.

The outcome was a significant shift in accessibility within a STEM context, enabling the student to engage more independently and confidently with core disciplinary content. Importantly, the initiative extends beyond individual support, establishing a scalable and transferable model for accessible chemistry and STEM education. It demonstrates how collaborative design between educators and accessibility specialists can transform traditionally visual disciplines into inclusive learning environments that benefit a broader range of students.

Neurodivergent Support @ RMIT Library, RMIT University

Adam Ferris, Blue Mahy, Joshua Muir, Jacinta Jones O’Mera, Kesh Legget, Ruth de Jager, Plia Vaisman Caspi

The Neurodivergent Support @ RMIT Library program represents a sustained, cross-departmental effort to embed accessibility into everyday study support, moving beyond compliance toward proactive and culturally embedded inclusion. It brings together targeted workshops, supported study environments, and emerging digital resources to address cultural, physical, learning, and digital barriers experienced by neurodivergent students. The program emphasises belonging, psychological safety, and capability-building, while also strengthening staff understanding and confidence in supporting diverse learners.

Neurodivergent students face multiple intersecting barriers in higher education, including non-inclusive campus cultures, sensory-unfriendly physical environments, generic academic support that does not reflect neurodivergent learning needs, and limited flexible digital options. In response, the program provides sensory-considerate study spaces, structured and inclusive workshops, and trained staff who can offer informed one-to-one support without requiring repeated self-advocacy. It also extends access through the development of an accessible online resource designed to support asynchronous, self-paced engagement.

Across 2025–2026, the program has demonstrated strong and increasing impact, with growing attendance at study sessions and consistently positive student feedback highlighting improved academic success, wellbeing, and sense of belonging. Participation has increased significantly year on year, reflecting both demand and value, while staff engagement has also shifted, with academics adopting similar inclusive approaches within their own teaching contexts. Overall, the program has contributed to a broader cultural shift at RMIT, normalising neurodiversity and embedding accessibility as a core feature of student support rather than an individual adjustment process.

Neurodiversity Community of Practice: Capacity Building, Co‑design and Cultural Change Initiative, Macquarie University

Rebecca McNeil, Linda Ban, Lauren Perlidis, Linden Misselbroo and Diana Tan

The Macquarie University Neurodiversity Community of Practice (MQND CoP) is a volunteer-led, cross-institutional initiative established in 2025 to advance neuroinclusive practice across Macquarie University. Now with over 130 members across staff and students, it provides a psychologically safe, collaborative space that centres neurodivergent voices and promotes evidence-based understanding of neurodiversity. Despite limited resourcing, it has become a recognised driver of institutional awareness, education, and cultural change aligned with the university’s Neurodiversity Initiative.

The need for this work stems from the significant and growing presence of neurodivergent students and staff, alongside persistent structural and cultural barriers in higher education. Many neurodivergent individuals experience challenges linked to inaccessible teaching practices, siloed support systems, under-recognition of “hidden disabilities,” and a deficit-based framing of neurodivergence. Prior to the CoP, staff reported limited capability, fragmented professional development, and low confidence in implementing inclusive approaches, highlighting the need for sustained, community-led capacity building.

In response, the CoP delivers regular workshops, symposia, and social learning events co-designed with neurodivergent staff and students, alongside cross-institutional policy input and professional development collaborations. It has also influenced institutional frameworks such as the Student Accessibility Action Plan and contributed to over 30 staff training activities, with more planned. The impact includes increased staff capability, visible shifts in teaching and workplace practice, and a growing sense of belonging, with 100% of frequent participants reporting feeling safe and included and broader institutional indicators showing rising engagement with neurodiversity across the university.

Sensory Friendly Graduations, Deakin University

Ross Buchan, Kain Leonard, Kerryn Black, Jarred Jans, Kim Hooper, Sue Lever, Katheryn Hackett (Graduations and Events), Em Leeds and Emma Clyne (Access and Inclusion)

Deakin University’s Sensory Friendly Graduation Events, piloted in February 2026, are nominated for their strong example of accessible, neuro-affirming, student-centred design in a key institutional milestone. The initiative was created to ensure that students with disability, sensory sensitivities, chronic illness, anxiety, or caring responsibilities could fully participate in graduation ceremonies that might otherwise be inaccessible. Traditional graduations often present barriers such as high noise levels, large and unpredictable crowds, long duration, and sensory overload, leading some students to consider not attending despite completing their studies.

The pilot directly addressed these barriers by redesigning the graduation experience to prioritise comfort, predictability, and choice. Three small, structured ceremonies were delivered on 20 February 2026, each with a limited number of graduates and guests, significantly reduced duration, and a calm, low-stimulus environment. Core ceremonial elements were retained, including formal presentation processes, while students were given flexibility in how they participated. Options included approaching the stage, acknowledging from their seat, or remaining in place, alongside optional academic regalia, photography, and a relaxed post-ceremony celebration.

The impact was strongly positive, with post-event feedback showing 100% student satisfaction and full agreement that the quieter environment met their needs. Students consistently reported feeling comfortable, supported, and able to participate in graduation in ways that would not have been possible in standard ceremonies, with some stating they would not have attended otherwise. The initiative demonstrated that accessibility can be embedded into high-profile institutional events without diminishing their significance, establishing a scalable model for inclusive celebration and cross-team collaboration across the university.

Students with Disability Leadership Collective (SDLC), Student Voice Australasia

Jennifer Lowe, Swinburne University of Technology and Belinda Brear, National SVA Coordinator

The Students with Disability Leadership Collective (SDLC), convened by Student Voice Australasia, is being recognised for its leadership in establishing a national, student-led, and accessible platform that positions students with disability as leaders and decision-makers in tertiary education. Co-convened by students including Jennifer Lowe, the SDLC was developed in response to a clear gap in sector-wide disability leadership, creating a space where students can connect, collaborate, and influence change beyond their individual institutions in a safe and intentionally non-political environment.

The SDLC addresses key barriers faced by students with disability, including isolation within individual universities, limited cross-institutional collaboration, and a lack of inclusive, psychologically safe spaces for leadership development. Previously, student disability advocacy was often fragmented, institution-bound, or deficit-focused. The SDLC responds by creating a national community of practice that centres lived experience, enabling students to engage as experts in their own right and build confidence, connection, and leadership capability.

Through regular national meetings, a dedicated online network, and inclusive co-designed processes, the SDLC fosters peer-to-peer leadership and sustained engagement across the tertiary sector. Its impact includes reducing isolation for students with disability, strengthening confidence, and amplifying student voices in national forums. Participation has led to representation in major sector events such as the Universities Australia Student Governance Symposium, the Universities Australia Solutions Summit, and the HEDx Student Experience Podcast initiative, demonstrating the collective’s growing influence in shaping inclusive higher education policy and practice.

The Neurodiversity Hub, Charles Darwin University

Julia Ash, Chloe Hay, Rosie Burge and Ace Bista

The Neurodiversity Hub at Charles Darwin University is a student-centred, strengths-based initiative developed under the Accessibility Action Plan (2023–2026) to improve participation, engagement, and success for neurodivergent students and allies. Launched in July 2025, it responds to growing demand for flexible, accessible support, particularly in a context where a significant proportion of students study online or from regional areas. By shifting away from a deficit-based model, the Hub brings together tools, strategies, and supports into a central, accessible online platform designed to reduce barriers and improve navigation of university systems.

The Hub provides a connected ecosystem of supports embedded in the student portal, including study strategies, assistive technology guidance, wellbeing resources, and practical tools such as planners and templates for sensory-friendly study environments. It is designed for self-directed access without requiring diagnosis or formal registration, supporting both neurodivergent students and those exploring inclusive learning strategies. Its design is grounded in Universal Design for Learning and accessibility standards, ensuring it is intuitive, flexible, and inclusive while also linking students to both digital and in-person supports such as Neurodiverse Study Sessions.

Since its launch, the Neurodiversity Hub has demonstrated strong and measurable impact, including increased engagement with Access & Inclusion services and broader reach beyond formally registered students. Monthly engagement indicates that the Hub is supporting earlier help-seeking, greater use of assistive technologies, and improved student independence and confidence. Student feedback has been consistently positive, and has directly informed ongoing improvements, while additional tools such as Social Stories have extended its influence across the institution. Overall, the initiative delivers a scalable, sustainable, and cost-effective model for inclusive education that strengthens belonging and reduces barriers to participation across CDU.

University of Sydney Student Representatives Coalition, University of Sydney

Gemma Lucy Smart, Sarah Huffman, Grace Street, Remy Lebreton, Kayla Hill, Vince Tafea, Victor Zhang

The University of Sydney Student Representatives Coalition is a disability-led collective of student leaders drawn from the SRC, SUPRA, and USU, with representation extending into national peak bodies such as CAPA and the NUS. All members identify as students with disability, and the Coalition’s nomination recognises its sustained 2025–2026 work in treating accessibility as a broad structural issue spanning physical access, digital inclusion, financial equity, hybrid learning, air quality, and policy reform. Rather than operating in parallel advocacy streams, it functions as a coordinated coalition that amplifies disabled student leadership across institutional and national levels.

The Coalition’s work responds to wide-ranging and intersecting barriers experienced by disabled students at the University of Sydney, including inaccessible events and learning environments, poor indoor air quality, inflexible attendance and assessment practices, inequities affecting HDR students, and systemic financial and healthcare-related access barriers. In response, it delivered a series of interconnected initiatives including accessible cultural events such as All Access Beats, a Mask Bloc providing free respirator masks alongside education resources, and Disabled Honi 2025, which also honoured disabled journalist Khanh Tran. It also secured formal consultation roles in university policy development and contributed to advocacy across hybrid learning, UDL, mental health, and disability discrimination reform.

The Coalition’s impact is evident across institutional, sectoral, and policy levels. Members have provided evidence to NSW Parliamentary inquiries, contributed to national policy reviews including the Disability Discrimination Act 1992 (Cth), and influenced recommendations on HDR tax equity affecting thousands of research students nationally. At the University of Sydney, Coalition members have moved into paid consultancy roles advising on disability inclusion initiatives, reflecting a shift toward recognising disabled student expertise as professional knowledge. Initiatives such as All Access Beats demonstrated strong engagement and positive student experience, reinforcing the Coalition’s model as both practically effective and structurally influential in advancing disability-led accessibility reform.

Sensory Spaces, Griffith University

Julia Robertson, Oliver Brown, Bella Darvall and Rachel Yuen

This initiative at Griffith University introduces sensory spaces across multiple campuses (South Bank, Nathan, Logan, and Gold Coast) alongside sensory toy libraries to support students who experience sensory overload, anxiety, disability-related fatigue, or challenges with emotional regulation. It represents a shift from reactive, individual adjustments toward a proactive, embedded approach to accessibility that supports dignity, participation, and belonging in everyday campus life. Student feedback highlights this impact, with comments such as feeling “seen” and better able to study without overwhelm.

The need for this initiative arises from the inherently unpredictable and often overstimulating nature of university environments, which can limit participation for neurodivergent students and those with disability or health conditions affecting sensory processing. Prior to this project, access to low-stimulation spaces and sensory supports was inconsistent, leaving many students without practical ways to regulate and remain engaged on campus. The initiative addresses barriers such as sensory overload, reduced concentration, avoidance of services, early departure from campus, and limited options for safe self-regulation.

In response, Griffith collaborated across Disability Support and Libraries to establish dedicated sensory spaces and introduce portable sensory toy libraries, integrating these supports into mainstream student environments to reduce stigma and normalise their use. Awareness and access pathways were strengthened so students can engage early and easily, while usage patterns indicate growing demand and sustained value. The impact includes increased time on campus, improved engagement with services, reduced class avoidance, and stronger continuity of learning, alongside a broader organisational shift toward proactive, inclusive design across campuses.

Levelling the Playing Field? A Student Led Accessibility Audit of RMIT Active, RMIT Vietnam

Thu Ngyuen Truong Hoang, Khai Duong Tan, Adi Ofir, Minh Duong, Nguyet Minh Thai, Hang Tran Thi Thuy, Chau Ngyuen Thi Ngoc, Minh Anh Bui and Bau Tran

The RMIT Active Student Accessibility and Inclusion Audit Team is nominated for their outstanding student-led contribution to improving accessibility across sport and recreation at RMIT Vietnam. Between June and August 2025, students with lived experience of disability designed, conducted, and analysed a comprehensive audit of RMIT Active facilities and programs, then produced a detailed, professional report with actionable recommendations for the university. Rather than being merely consulted, students acted as co-creators of both the findings and solutions, embedding lived experience at the centre of the process and setting a new benchmark for student-led institutional change.

The audit identified a wide range of physical, communication, cultural, and participation barriers affecting equitable access to sport and recreation. These included inaccessible infrastructure (such as heavy doors, locker rooms, signage, and gym layouts), sensory overload in fitness spaces, limited adaptive equipment, inconsistent disability training for staff, and inaccessible communications and event design. It also highlighted less visible barriers such as fear of burdening staff, lack of representation, and uncertainty about requesting support. Through site observations, interviews, feedback sessions, and validation workshops, students translated these findings into practical, staged recommendations covering infrastructure upgrades, inclusive programming, staff training, and improved communication and event design.

Importantly, the project has already driven tangible institutional change, including adjustments to Sports Day, introduction of quiet and female-only gym hours, improved accessible signage, and physical accessibility upgrades such as automatic doors and safety installations. The initiative has also produced a broader cultural shift, with staff reflecting increased awareness of previously overlooked barriers and the value of lived-experience insight. Student participants reported exceptionally high satisfaction (average 9.5/10), strengthened belonging, and increased confidence to engage in campus life, with many expressing a desire to continue contributing to future accessibility work. Overall, the project demonstrates how student leadership can move accessibility from theory into sustained, practical change across an institution.