Awareness-raising initiatives to support students with a disability are most effective when informed by student input and lived experience.
This was a 2025 student-led initiative in the Faculty of Business and Law (FBL) that was co-designed by Curtin student Tayissa Deering, working in partnership with Shirlee-Ann Knight (Teaching Academic) and Caitlin Agostino (Project Coordinator). This project involved consultation with staff and students with lived experience of disability.
What is an invisible disability?
Roughly 8 out of 10 Australians living with a disability have an invisible disability. An invisible disability, also known as a hidden or non-visible disability, refers to a condition that is not immediately apparent but significantly impacts a person's daily life. These can include neurological, physical, sensory, mental health conditions, and many others. Invisible disabilities often go unrecognised. This lack of awareness can lead to stigma and misconceptions.
Project Overview
The project aim was to spotlight the lived experience of students with invisible disabilities and inform inclusive teaching practices. The project timeline was a 6-month period from June until November 2025. Key findings include:
- Invisible disabilities affect student learning and require greater understanding and recognition in the classroom/learning environment
- The absence of consistent, open dialogue may limit shared understanding of effective approaches to supporting students with disabilities.
- The process to obtain a Curtin Access Plans (CAPs) takes time, and students should feel comfortable to seek support in the meantime. Some students may also choose not to apply for a CAP. Staff can create a safe space for all students without pressuring disclosure.
- Positive staff-student interactions impact learning; a proactive approach by teaching staff is important.
- CAP supports such as extra assessment time and early access to content are beneficial.
- First-year students need encouragement and awareness of available support.
Project outcomes:
- Students: feel seen, heard, and supported, with opportunities to share their lived experiences.
- Staff: improved awareness, inclusive classroom practices, and reduced stigma.
Accessibility tip! Alt text (short for alternative text) has been added to this photo: a literal, textual description of what is in the image to convey the content to those with visual impairments or if someone if using a screen reader.
Starting the conversation
"Actively listening, showing empathy and normalising conversations about disability and accessibility can all show students that their challenges are going to be met with understanding"
Starting the conversation about disability can be intimidating, however it is a vital step in building a more inclusive environment. We recorded an honest and raw conversation between students and teaching staff to provide insights into the experience of individuals with invisible disabilities in the classroom. We encourage you to listen in full or skip straight to the topic that interests you most:
- Personal challenges and coping strategies
- Impacts on learning and teaching
- Call to action
Accessibility Tip! We have provided a written transcript in addition to an audio/visual version. Providing multiple formats allows people to consume content in a way that is most accessible to them, particularly for those with diverse learning needs.
small actions that can make a big difference
- Encourage open dialogue: by letting students know they can discuss their needs confidentially and without judgment. This can be as simple as an email out to all students inviting them to reach out if they need some extra support.
- Learn how you can make your content more accessible: more information here and examples in the section below "what makes content accessible".
educate yourself:
- Learn what the sunflower lanyard means and respond with empathy and patience when you see it.
- Curtin is now a member of the Hidden Disabilities Sunflower Program. Complete training in iPerform to become a Sunflower ally.
- Complete the Disability Awareness series in iPerform (search for "Disability Awareness module")
- If you have a hidden disability, condition or chronic illness, you can request a Sunflower badge or lanyard by emailing equityandinclusion@curtin.edu.au.
What makes content accessible?
As part of this project, the team created and distributed flyers and infographics to raise awareness. Along the way we learnt how to ensure everyone can fully engage with the materials. Below are some examples, recommendations, and tools:
- Provide text alternatives for visual and audio content.
- Ensure content works in multiple formats without losing meaning and meets accessibility guidelines
- Avoid excessive use of formatting: limit the use of different fonts, capitalisation, bold, italics and underline. Font size of 12-14 point and line spacing of 1.5 or double spacing is best. Consider the best fonts for dyslexia.
- Test the accessibility prior to distribution. Try accessing your content using a screen reader: Immersive Reader is a great tool for Microsoft. NVDA is a free screen reader for Windows, and Mac. More tools here
- Make content easy to see: consider colour contrast and text size. Aim for high contrast between text and background.
where to next
Click the link below to view a catalogue of resources. Save these to your "favourites" and share them with your colleagues.
Acknowledgements
Project team: Shirlee-ann Knight, Tayissa Deering, Caitlin Agostino (pictured left to right).
Contributors and collaborators: University Advancement (Project Sponsor), Professor Sonia Dickinson (Faculty of Business and Law), Rachel Menahem (Bachelor of Commerce student), Libby Kinna (Students as Partners), Megan Shand (Equity and Inclusion), Hannah Wilkinson, Anika Pawlovich, Annika Thorn (FBL Student Engagement Team), Nikki Jenkins, Hamish McNair, Caitlin Hannen-Wiliams (Faculty Learning Experience Team), Genevieve Lawton (Faculty of Business and Law), Lorien Watts (Curtin Student Guild), Hugh Finn (Curtin Law School), Bri McKenzie (Teaching Enhancement). Resources: several of the resources and tools shared are in alignment with the Curtin Accessibility and Inclusion Toolkit with the aim to direct the audience to the great resources that already exist and are compatible within the Curtin systems.
For more information or questions, please email caitlin.agostino@curtin.edu.au
Credits:
Created with images by Carolina Jaramillo - "Lanyard of sunflowers, symbol of people with invisible or hidden disabilities, tied on a travel bag on the floor of an airport waiting room. " • kamiphotos - "Asian teenage woman sitting in white office with laptop, she is a student studying online with laptop at home, university student studying online, online web education concept." • Carolina Jaramillo - "Unrecognizable person holding a lanyard of sunflowers, symbol of people with invisible or hidden disabilities, in a travel context, an airport waiting room."