Introduction/or rationale:
It is well established that, globally, children with disability encounter discrimination and oppression on the basis of both their disability and their status as children. Children with communication disability face further barriers, due to not being able to participate or advocate for themselves in typical ways. Children with disability further experience economic dependence on others, on account of domestic and international child labour laws, which establish age thresholds for participation in paid work. The impact of financial dependence on others is both disempowering and enduring for children with communication disability, who will not have the same capacity as children without disability to “escape” dependency on others upon reaching adulthood.

Aim(s):
To explore the legal status of children’s financial autonomy, as it applies to children with communication disability, and describe the role of speech pathologists in this phenomenon.

Methods:
Using doctrinal analysis, we completed a review and appraisal of the existing child rights and disability studies literature in relation to financial autonomy.

Results:
Our analysis demonstrates that, across the globe, children who communicate in varied and diverse ways encounter financial oppression, and describes 4 strategies that can be applied to address this issue.

Conclusions:
This exploratory work describes the current circumstances for children’s financial autonomy, and, as a call to action for our profession, describes the role for speech pathologists in facilitating financial autonomy for some of the most disempowered children with whom we work.

Keywords:
Communication rights
Disability rights
Child rights
Economic and social rights
Economic autonomy
Financial autonomy

Submission Statement:
In undertaking this work as part of a program of doctoral research, the first author has engaged in deep reflection on their clinical practice, and the role of speech pathologists as agents of social change. In opening up a discussion around this topic, we aim to encourage other practitioners to do the same.

Introduction: Community participation is a fundamental human right that fosters a sense of belonging and children’s development. To do this, professionals, including speech pathologists, work to build community capacity to increase opportunities for greater social participation for children with disabilities. Intervention focuses on supporting children and families within their natural environments and everyday activities.

Aim(s): To support speech pathologists to reflect on and respond to the current evidence-base on community participation for children with disabilities. This presentation will inform speech pathologists’ practice regarding the barriers children with disabilities face and advocate that facilitating community participation should be a stronger focus within early intervention.

Method: The presentation will discuss findings from a scoping review of national and international research and policy documents. Results will highlight different perspectives while foregrounding and respecting the unique voices of children with disabilities and their parents.

Results: The existing literature indicates that children with disabilities have significantly reduced frequency, diversity, and enjoyment in community activities compared to their peers. They face numerous personal, familial, and environmental barriers to participation. To date, research has sought insight from children with disabilities and their families. A paucity of studies has expanded this to include the perspectives of community activities leaders.

Conclusions: By reflecting on and responding to the current knowledge base regarding community participation for children with disabilities, speech pathologists are advocated to focus more of their early intervention supports on facilitating community participation. Future research could explore how to promote inclusive community activities for all children.

Keywords: community activities, disability, participation, children’s voices, families’ voices.

Submission Statement: This presentation supports speech pathologists to reflect on current knowledge regarding community participation for children with disabilities.
Children’s and family’s voices will be respected and foregrounded
Finally, speech pathologists are advocated to respond to this knowledge by collaborating with families and communities to create inclusive community activities.

Speech Pathology Australia and AGOSCI developed the Communication Hub website to assist the diverse group of people with communication difficulties, their families and communication partners, and the wider community to understand the importance of communication in everyday life. An Information Linkages and Capacity building project grant funded the project. The website provides reliable, unbiased information about communication that represents a variety of lived experiences and empowers people.

This study evaluates the website prototype to inform refinements ahead of launch. It aimed to include lived experience in all stages of website design and evaluation.

The evaluation was informed by a rapid review of website evaluation literature. Evaluation parameters included content, usefulness, ease of navigation, accessibility, and appearance. User feedback was gained via a workshop, survey, and individual interviews from stakeholders including people with lived experience of communication disability.,

Evaluation parameters provided the basis for collecting and analysing data. People with communication barriers nominated for in-person interviews to share feedback, while others provided written feedback via an online survey. Individual interview nominations were appraised to ensure the interviewees selected represented breadth of lived experiences and perspectives.

Qualitative data was subjected to thematic analysis, and findings synthesised to inform the final website design and content of the Communication Hub. The evaluation process was essential to producing an accessible resource that represented the diversity of its audience.

The evaluation process applied evidence-based tools and processes to ensure future users played a critical role in the design and content of the website.

Introduction
Health literacy is about accessing, understanding, appraising, and applying health information to participate in health decisions and achieve health goals. People with lifelong communication disability may have reduced health literacy resulting in poorer health outcomes.

Aims
We wanted to know a) how people with communication disability are included in health literacy research, b) their level of health literacy, c) methods applied to measure their health literacy, d) barriers and facilitators mediating their health literacy, and e) outcomes of health literacy interventions.

Methods
This was a systematic review of studies relating to key areas of the Sørensen et al. (2012) health literacy model and people with lifelong communication disability.

Results
Analysis of data extracted from 60 included studies showed people with lifelong communication disability are not well represented in health literacy research. There is insufficient evidence to inform statements about level of health literacy or methods used to measure health literacy of people with lifelong communication disability. Research has focussed on people with intellectual disability accessing and understanding health information. Barriers and facilitators to health literacy relate to availability of support, structure of interventions, opportunities to apply new knowledge, and tailoring information to needs of people with communication disability. Health literacy intervention outcomes were variable.

Conclusions
Despite significant gaps in the research and lack of evidence on health literacy and people with communication disability, speech pathologists can take action to reduce individual and environmental health literacy barriers for clients with communication disability and improve their service systems.

Keywords - Health literacy, communication disability, health promotion

Submission Statement:
This paper highlights the need for reflection on potential health literacy barriers and facilitators for people with lifelong communication disability. Information presented will support speech pathologists to reflect on their clinical practices and settings and respond to potential barriers impacting on the health literacy of clients with communication disability.

Introduction
People with disabilities, including communication difficulties, are significantly more likely to experience mental health concerns than the general population.

Aim
To create a mental health and wellbeing tool that can ensure autonomous responses and improve emotional vocabulary. The wider aim is to emphasise the importance of including people with disabilities and their communication access method in the development of mental health care strategies.

Methods
We adapted an existing psychometric test, the Positive and Negative Affect Schedule (PANAS), using symbolic communication and alternative access methods and administered this survey to people with neurological disorders and CCNs. The survey was administered over an initial seven week period. We then used aided language stimulation (modelling language using multimodal communication), vocabulary acquisition strategies and environmental adaptations to increase our participants’ emotional vocabulary. We then carried out a second survey set, again over a seven week period. The results from the two survey sets were compared.

Results
The participants demonstrated improved comprehension of the vocabulary used in the administration of the PANAS, as seen from correlation data, as well as generalisation of the words to everyday use. We also found that the descriptive statistics of our population were consistent with those of the neurotypical population.

Conclusions
We demonstrated the effectiveness of modelling emotional vocabulary to increase the accessibility of language to support the emotional well-being of people with neurological disorders and CCNs. By increasing the accessibility of emotional language, there is the potential to adapt existing mental health care strategies to this population.

Submission statement:

As a holistic disability service we reflected on the unique risks to our participants’ mental health, in particular related to their communication difficulties. Our mental health and well-being strategy responded to the unique language requirements of our population. The strategy respected their individual complex communication access needs and skills.

Keywords:
Mental-health, Disability, Augmentative-and-Alternative-Communication, Aided-language-stimulation, Neurological-disorders

Introduction
Disability support workers frequently assist people with communication disability. It is unknown how support workers find out about their clients’ communication needs, or what resources and knowledge facilitate successful communication.

Aim
To investigate the tools, strategies, training and attitudes that facilitate support workers to understand the needs of people with communication disability.

Methods
An online survey was distributed to community-based support staff within a large disability organisation to investigate the needs and preferences of workers in understanding and meeting their clients’ communication needs.

Results
Seventy eight support staff responded to the survey. The least experienced staff had the highest level of confidence in communicating with people with a communication disability. Visual communication tools and key word signing training were the most frequently identified needs of support staff to communicate with clients with communication disability. Written communication plans were the most frequently used current practice, and the most preferred method for staff to learn about how their clients communicate.

Conclusions
Speech pathologists working with disability support staff in the community should provide a written communication plan for their clients. It cannot be assumed that experienced support staff are confident in assisting clients with communication disability. Support workers prefer involvement of a speech pathologist to assist them to develop their communication skills with their clients. Managers should ensure that support workers have visual communication tools available for use in their daily work, as well as appropriate communication training.

Keywords: communication disability, support worker, communication plan, Augmentative and Alternative Communication

Submission Statement: The premise of this study is that disability support workers know what they require to support their clients with communication disability. It is speech pathologists’ responsibility to listen, reflect, and respond to these needs, and to work together to best support people with a communication disability in the community.

Introduction
Ability Action Australia examined the NDIS process and identified evidence-based written as an opportunity for clinicians to improve participant outcomes.

A short-term research project consisting of report reviews and focus group data analysis was undertaken. This identified best practice report writing methodology for improved participant outcomes.

Based on the research outcomes Ability Action Australia established a dedicated Report Quality Assurance (RQA) team.

Objective
To improve clinician’s report writing with a significant impact on NDIS participants’ outcomes.

Approach
The RQA team is responsible for:
• Reviewing clinician reports against RQA standards ensuring evidence-based findings are addressed against NDIS criteria and demonstrates participant support needs
• 1:1 feedback and group training sessions for clinicians on effective report writing
• Monitoring trends in support funding for continuous improvement in report writing and communication of participant support needs
All new clinicians undertake a 3-month intensive report writing program, and clinicians are provided with 1:1 mentoring. Clinicians are required to meet a minimum standard to be deemed competent.

Results
Since implementing the RQA process, the RQA team have reviewed over 2,535 reports, deemed 122 clinicians competent and delivered over 50 group training sessions. Clinicians’ feedback has been overwhelmingly positive as they develop effective report writing skills and see improved outcomes.

Conclusion
The RQA process has had a significant impact on participants getting access to the support they need to achieve their goals and is a valued approach by the clinicians, supporting them to bring evidence into practice.

SLPs for inclusive education – call to action

With Australia a state signatory to the United Nations Convention on the Rights of Persons with Disability Article 24, general comment 4; the right to inclusive education, speech language pathologists working in education contexts from early childhood to tertiary education need opportunities to reflect on their beliefs, respect the choices of the people they serve and respond by action planning practice change to enable the progressive realisation of inclusive education.

As a profession, speech language pathologists champion communication as a human right and this acts as a strong foundation for other human rights such as the right to inclusive education to be achieved. Speech language pathologists need strong foundational knowledge if they are to become allies for inclusive education; where all people learn together with reasonable adjustments (Disability Standards for Education, 2005) including advocating for the supports and services needed for equitable access and participation.

Participants will work in pairs and groups using a graphic organiser to traffic light their knowledge and practice as it relates to inclusive education. The aims of this workshop are to;
1. Facilitate a collaborative conversation about the evidence-base for inclusive education
2. Develop a shared understanding of the international, national and state drivers of change
3. Embed person-centred, strengths-based approaches as a foundation for speech language pathologists in education
4. Establish a network of speech language pathologists who are allies of inclusive education.

Keywords - inclusive education, mindset, practice, human right

Background.
People with communication disability face a disproportionately higher risk of the negative impacts of climate change and natural disasters. A systematic review of the literature on climate change and natural disasters in the context of disability can inform mitigation strategies and help identify areas for future inclusive research.

Aim.
To (a) determine how people with disability have been included in research relating to climate change and/or natural disasters to date; and (b) understand the impacts, barriers, and facilitators to accessible emergency preparedness, warnings, response, recovery, resilience and support for populations with disability.

Method.
Following publication of a protocol, the systematic review included 92 studies relating to both climate change or natural disasters and disability; then subjected to a quality appraisal and qualitative metasynthesis.

Results.
The metasynthesis of 92 studies identified 5 key themes: (i) Preparedness; (ii) Access; Inclusion and Advocacy; (iii) Impacts; (iv) Disproportionate Risk; and (v) Recovery and Resilience.

Conclusion.
People with disability are often excluded from climate change and natural disasters research that has a focus on disability. If the needs of this highly heterogenous group are overlooked or omitted, it is unlikely that plans to mitigate the impacts of climate change upon them will be adequate. There is an urgent need for growth in inclusive research, policy and planning; and a co-design approach in preparing people with disability for climate change and natural disasters. This paper will present directions for future research and immediate implications for speech pathologists preparing for climate change.

Keywords.
Disability, climate change, natural disasters, systematic review, policy, communication

Submission statement.
Respectful engagement with people with communication or swallowing disability is vital in mitigating the impacts of climate change for this group. Reflecting upon the content themes in prior research on climate change and disability is vital to inform speech pathology practice in preparing for climate change.

Background and content
The Functional Communication Classification System (FCCS) is one of three communication classifications for children with cerebral palsy (CP). The FCCS (i) describes observable communication function in daily activities and environments with familiar and unfamiliar partners and (ii) enables examination of the relationship between communication impairment and participation. The FCCS is valid and reliable for use with children with CP aged 2-18 years. Research has shown the FCCS has excellent inter-rater reliability when rated by speech pathologists, allied health professionals and parents for children aged 4-5 years (ICC2,1= 0.97) and excellent inter-rater reliability between parents and speech pathologists for children aged 2-4 years (𝜅w =0.94) and 5-18 years (𝜅w = 0.96). The FCCS has excellent construct validity with the CELF 4 Pragmatic Profile and Language Use Inventory and content validity with Light’s Communicative Competence Framework.

Learning Outcomes
Participants will:
Develop an awareness of the FCCS framework and psychometrics
Develop understanding and skill in rating child video examples with the FCCS
Develop an understanding of how communication classification can inform communication goal setting and intervention.

Assumed knowledge and experience
None required

Outline of activities
FCCS development and psychometrics summary
FCCS Level demonstrations with child video examples
Participants practice applying the FCCS from child video examples
Case studies demonstrating communication goal setting and intervention selection informed by FCCS Levels

Implications for practice
The FCCS is used to (i) describe a child’s communication competence, (ii) inform functional goal setting and (iii) assist in the selection of appropriate intervention strategies

Keywords - Communication; Functioning; Classification; Cerebral Palsy; Children

Submission Statement:
This workshop integrates each conference theme through (1) Reflection - developing knowledge and practice in communication classification for children with cerebral palsy; (2) Respect – informing individualised support across functional communication levels, and (3) Responding - through collaboration with families, colleagues and community to support children’s everyday participation