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PRE-CONFERENCE WORKSHOPS

Morning Workshops

INVITED WORKSHOP

Presenter: Emma Smith

Topic: Powered mobility decision-making: assessment and provision considering cognitive limitations

INVITED WORKSHOP

Presenter: Michelle French

Topic: Introduction to Medicolegal Practice in Assistive Technology and Home Modifications

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Paper #: 76

Presenter: May Eade

Topic: From options to outcomes: building decision making frameworks for home modifications professional reasoning

Paper #: 26

Presenter: Angela Rowe, Kim Vien, Niharika Dhillon, Cathy Young, Marilena Onufrei

Topic: Managing Postural Asymmetries from the Bottom up: A hands-on workshop

Paper #: 97

Presenter: Laurianne Sitbon, Alieh Hajizadehsaffar, Maja Hjuler

Topic: Generative AI and new opportunities in Augmented and Alternative Communication

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OFFSITE WORKSHOP

Paper #: 88

Presenter: Professor Libby Callaway and Natasha Layton

Topic: Assessment tools and outcome measures for person-centred assistive technology practice

Paper #: 29

Presenter: Ms Sara West & Erin Hammond

Topic: Frameworks for Therapists Introducing Powered Mobility to Young Children with Mobility Challenges

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Paper #: 69

Presenter: Emma Osborne, Cathy Young, Lois Brown

Topic: Current Best Practice and Guidelines for assessing and selecting Mobile Shower Commode Chairs

Paper #: 138

Presenter: Jenni Dabelstein & Bryce Allman

Topic: So, You Want to Prescribe Sports Wheelchairs?

Paper #: 54

Presenter: Tanith Brien & Jessica Dickson

Topic: Environmental Controls as Communication Catalysts: Enabling Active Participation and Conversation in Multi‑Access Augmentative and Alternative Communication (AAC) Groups and Schools

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Midday Workshops

Afternoon Workshops

Paper #: 72

Presenter: Clare Batkin

Topic: Beyond the prescription: Real solutions to overcome barriers in assistive technology follow-up

Paper #: 109

Presenter: Wesley Bobby-Joy, Melinda Conroy, Petra Karlsson

Topic: Switch Adapted Toys Workshop: A Hands-On Guide to Rewire Access to Play

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Paper #: 121

Presenter: Gillean Hilton, Tim Rushby-Smith, David Ball, Laurie Ball

Topic: Peer-led wheelchair skills training – showing what is possible

Paper #: 111

Presenter: Elissa Wilkes & Bradley Fowler

Topic: Pressure Mapping in Practice: Leveraging Technology to Inform Real Time Clinical Decision Making

Paper #: 43

Presenter: Jade Bilusich & Stacey Kennedy

Topic: Real Solutions for Real Life: A Practical Pathway to Eye Gaze Access

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From options to outcomes: building decision making frameworks for home modifications professional reasoning

Occupational therapists recommending complex home modifications face a significant professional reasoning challenge: ensuring all reasonable alternatives have been considered in solving occupational performance and environmental barriers, and that their final recommendation represents the most appropriate and cost-effective solution for their specific client, home environment, and funding body context.
The generation of possible solutions and comparison of alternatives is often an intuitive and internal thought process — yet the depth and sophistication of this reasoning directly determine both the likely success of a funding application and the quality of the final solution. Across many funding schemes, the ability to demonstrate a rigorous comparison of alternatives and address “value for money” criteria is not incidental to the justification report — it is central to it.
While the Person-Environment-Occupation (PEO) model is frequently used as a central anchor to the home modifications process, and the professional reasoning literature speaks broadly to the types of reasoning OTs employ, there is often a practical gap in guiding therapists on how to actually make these decisions and produce defensible justifications.
This workshop will use a facilitated group process to enable practitioners to reflect, collaborate and design their own context specific, multi-criteria decision-making tool to make this process explicit and intentional. It will be proposed that best practice will be to use this decision making tool flexibly, with individual co-design with the service recipient, as well as drawing on the available evidence base.
Summary: Generating home modification options is only half the challenge — comparing and justifying them is where many therapists struggle. This interactive workshop enables participants to develop practical decision-making tools to make their professional reasoning explicit, intentional, and defensible, supporting justification reports that meet the expectations of funding schemes.

Managing Postural Asymmetries from the Bottom up: A hands-on workshop

The majority of standard off the shelf cushions have design features relating to standard postures and body shapes. However, the postures that we assess with our clients within our respective wheelchair clinics are usually far from symmetrical. How do the cushion properties and available adaptations respond to asymmetrical postures and are they effective in supporting postures such as a pelvic obliquity? Are there other unintended consequences?

We will present an intermediate-advanced workshop in which we will compare wheelchair cushions with different postural presentations. We will review various cushion designs and clinically evaluate options that can support postural asymmetry. The workshop will be solution focused and include novel approaches such as adapted underwear. Tools such as a Cushion Comparison Chart and pressure mapping will be utilised. Clinically, we will reflect on when it might be time to think beyond off the shelf cushion options.

Learning Outcomes

– To evaluate the impact of postural asymmetry within standard wheelchair cushions

– To identify strategies to manage postural asymmetries within a wheelchair cushion including novel approaches

– To understand the clinical limits of use for standard wheelchair cushions

References:

-Lange, M & Minkel, J (2025) Seating and wheeled mobility: a clinical resource guide
Thorofare, NJ: Slack Incorporated

-Waugh, K. A clinical application guide to standardized wheelchair seating measures of the body and seating support surfaces. University of Colorado/Assistive Technology Partners. Denver, Colorado. Revised edition August 2013

-Pope, P (2006) Severe and Complex Neurological Disability Management of the Physical Condition, Butterworth-Heinemann, Great Britain

-Farley, R, Clark, J, Davidson, C, Evans, G, MacLennan, K, Michael, S, Morrow, M, Thorpe, S (2003) What is the evidence for the effectiveness of postural management? International Journal of Therapy & Rehabilitation. Oct 2003, Vol. 10 Issue 10, p449-455. 7p.

Maximum attendees 24

Generative AI and new opportunities in Augmented and Alternative Communication

This workshop will give an opportunity for participants to get an overview of recent developments in technology research seeking to co-design new inclusive communication experiences with participants with intellectual disability. The focus goes beyond current design of AAC tools and beyond the use of tools for language learning, and instead explores everyday situations where Generative AI can make a difference in how people communicate and connect with family, friends and passersby.
Current research comprises studies of how people use standard Gen AI tools in their everyday lives, how speech therapists leverage standard Gen AI tools in their practice, how Gen AI is integrated in digital environments to support accessibility, and a few studies are offering completely novel tools.
During the first part of the workshop, after an overview of the current research landscape, the presenters will introduce and demonstrate three technology prototypes that have been developed by the QUT Inclusive Technology Research team and as part of their PhDs. The first is Canvis, a web-based communication prototype enabling image-driven communication through grid albums and iterative context-aware visual and textual suggestions. The second is a Speech2Picto, a web application that automatically converts typed or spoken language into pictogram sequences for AAC users.. The third is ReflectAssist, a web application supporting reflective progress note writing for people with intellectual disabilities using Generative AI.
During the second part of the workshop, participants will work in groups organised to maximise the diversity of perspectives and experiences. They will collectively reflect and discuss the opportunities and risks, first starting with the three presented prototypes, then imagine together new directions.

This research has been funded by an ARC Future Fellowship awarded by the Australian Research Council in 2020, as well as the collaborative program AUFRANDE funded by the European Union.

Assessment tools and outcome measures for person-centred assistive technology practice

Assistive technology (AT) has the power to transform lives, yet realising its full potential requires a move beyond product provision toward genuinely person-centred approaches to assessing goals and needs and measuring outcomes.

This three-hour workshop is suitable for AT users, advisors, suppliers, developers, researchers and educators across AT service delivery settings. It will offer participants a practical exploration of assessment tools and outcome measures that can strengthen AT practice and research. Hosted at an exciting new facility – an Independent Living Laboratory and Mobility Garden developed through the National Centre for Health Ageing at St Kilda Football Club’s Healthy Futures Hub in Seaford, Victoria, registration for the workshop includes bus transport from the MCG to the Lab, and back (45 minutes each way). Participants will have the opportunity to explore this innovative technology-enabled Lab as a significant new resource for users of assistive technology, as well as practitioners, researchers, and educators across Victoria and beyond.

Drawing on the foundation of a rights-based approach to AT assessment and outcome measurement, participants will then be introduced to a curated range of validated assessment tools and outcome measures suited to diverse AT contexts and users. Evidence will be provided of how these tools can be meaningfully integrated into everyday practice or formal research and evaluation in the field of AT, supporting evidence-based decision-making and outcome reporting.

Workshop attendees will be provided with a practical hardcopy and electronic toolkit of assessment tools and outcome measures, with knowledge and confidence gained to use these effectively.

Summary:

This workshop, hosted at the Independent Living Laboratory at St Kilda Football Club’s Healthy Futures Hub in Seaford, explores person-centred, rights-based approaches to AT assessment and outcome measurement. Suitable for all AT stakeholders, participants will leave with a practical toolkit of validated tools ready to apply in real life.

Frameworks for Therapists Introducing Powered Mobility to Young Children with Mobility Challenges

Introducing powered mobility in early childhood can support exploration, learning, and participation, yet therapists often encounter uncertainty about when and how to begin this process. Challenges include identifying early indicators, selecting suitable devices, and guiding families through decision‑making. This workshop offers practical frameworks for allied health professionals to support clear, consistent, and developmentally informed approaches to powered mobility.
Drawing on Australian and international research, the session will outline key concepts for introducing powered mobility in infancy and early childhood. Participants will explore structured frameworks that assist with clinical reasoning, including recognising early readiness, matching devices to developmental needs, and using outcome measures to monitor progress. System‑level considerations—such as funding processes, access to trial equipment, and working within multidisciplinary teams—will also be explored.
The workshop incorporates case examples and opportunities for attendee involvement. The session will discuss assessments specific to powered mobility learning, staged approaches to developing driving skills, and coaching strategies to support families and movement partners. A focus on practical application ensures relevance across early intervention, community services, and specialist disability settings.
By the end of the session, participants will have a clearer framework for introducing powered mobility to young children, increased confidence in supporting families, and a set of practical tools to guide assessment, skill development, and collaborative decision-making.

Current Best Practice and Guidelines for assessing and selecting Mobile Shower Commode Chairs

This three-hour workshop is aimed at assistive technology practitioners whose scope of practice incorporates assessment, trial, recommendation of mobile shower commode chairs that support people with complex pressure and postural needs. The workshop will combine didactic and hand-on strategies, and include:

Part One:
– Discussing current best practices, assessment frameworks, and practice-based evidence for goal setting
– Reviewing current best practice guidelines, assessment instruments, outcomes measures, and documentation resources, in the prescription of mobile shower commode chairs;
– Reviewing evidence and practice-based assessment resources and strategies for postural and pressure care considerations, including both scholarly and grey literatures;
– Reflecting on and discussing case studies that address complex seating postures, functional needs, assistance considerations, environmental constraints, and policy implications.

Part Two:
– Hands-on demonstration and assessment of a range of off the shelf and customisable mobile shower commodes (supported by exhibitors and product suppliers at the AATC expo).
– Opportunities for participants to assess, trial, measure, and discuss a range of MSCC designs and options (including options and accessories across manufacture / supplier order form) and to critically analyse these against clinical frameworks, evidence, practice experience, and other real-world service delivery considerations;
– Reflect on and discuss application of frameworks and current best practice guidelines on taking important Person measurements and relevant user design needs, and then bring this back to wider group for reflection and discussion on implications for assessment, recommendation, and documentation.

The workshop will be led by three experienced facilitators and have capacity for small group work.

So, You Want to Prescribe Sports Wheelchairs?

In contrast to day use chairs, which are typically designed to meet a wide range of functional, mobility and environmental requirements, sports wheelchairs are designed to closely match a narrowly defined range of functions within a sporting context: it’s all about the sport performance.
Successful prescription of sports wheelchairs requires a strong partnership between the athlete and/or their coach, who knows their sport-specific performance requirements, the prescriber, who must analyse how to tailor the wheelchair to best meet the athlete’s physical and performance requirements, and the wheelchair vendor, who must assist all to translate the relevant information into a final wheelchair prescription. The end product will usually be both highly individual and minimally adjustable, so it can be a scary proposition for a wheelchair prescriber!
This intermediate workshop will welcome wheelchairs prescribers who are already working in the customised space and want more information to help bridge the gap between prescribing customised manual wheelchairs for everyday use and bespoke sports-specific wheelchairs. Focussing on court wheelchairs, we will explore some of commonalities and differences between sports and days chairs and help participants understand some of the unique features of sporting wheelchairs and their link to sports performance. Participants will get the chance to see, touch and try a range of sports chairs, complete a sports wheelchair specification, review a CAD, and get some user perspectives.

WORKSHOP OUTCOMES:
Participants who attend this workshop will:
• Improve competency in understanding, specifying and recording parameters as required for the prescription of sports wheelchair
• Improve practical skills in measuring a sports wheelchair and reviewing the CAD
• Develop an understanding of how to successfully leverage the experience and knowledge of all parties to prescribe and deliver successful sporting products.

WORKSHOP DURATION: 2 HOURS
MAXIMUM PARTICIPANTS: 16

REFERENCES
1. Thomas Rietveld, Riemer Vegter, Lucas H V der Woude & Sonja de Groot
The interaction between wheelchair configuration and wheeling performance in wheelchair tennis: a narrative review
Sports Biomech 2024 Mar;23(3):370-391
https://www.tandfonline.com/doi/full/10.1080/14763141.2020.1840617#abstract
2. Dario Macchiarola, Marisa Megna, Francesco Quarta et al
With or without straps? A pilot study to investigate whether restraint devices affect the wheelchair basketball players’ performance
Prosthetics and Orthotics International 47(5):p 519-524, October 2023.
https://pubmed.ncbi.nlm.nih.gov/36867561/
3. Rory Cooper & Arthur De Luigi
Adaptive Sports Technology and Biomechanics: Wheelchairs
PM&R, Volume 6, Issue 8, Supplement, August 2014, Pages S31-S3
https://www.sciencedirect.com/science/article/abs/pii/S1934148214002548
4. Barry Mason 1, Lucas van der Woude & Victoria L Goosey-Tolfrey
The ergonomics of wheelchair configuration for optimal performance in the wheelchair court sports
Sports Med 2013 Jan;43(1):23-38
https://repository.lboro.ac.uk/articles/journal_contribution/The_ergonomics_of_wheelchair_configuration_for_optimal_performance_in_the_wheelchair_court_sport/9621335?file=17269073

Environmental Controls as Communication Catalysts: Enabling Active Participation and Conversation in Multi‑Access Augmentative and Alternative Communication (AAC) Groups and Schools

Children and young people with complex communication and physical access needs are at increased risk of passive participation within group activities, particularly in multi access groups where others frequently act on their behalf. Over time, limited opportunities to initiate action or influence shared activities can reduce communicative engagement and contribute to learned passivity, even when robust augmentative and alternative communication (AAC) systems are available.

This interactive workshop explores how embedding environmental controls (ECs) into AAC groups, camps and school settings can shift participants from observers to active contributors, while creating meaningful reasons to communicate. Drawing on Superyou’s practice-based work across education and community settings, participants will engage with real-world examples demonstrating how alternative access methods such as eye gaze and switch access can be used to control shared activities including art, cooking, games, music, science, sensory experiences and routines, using low cost, mainstream and specialised assistive technologies.

Environmental controls are seen not only as tools for action, but as powerful communication catalysts. Through hands-on opportunities, worked examples and collaborative discussion, participants will examine how independently initiating outcomes creates authentic opportunities for commenting, requesting, negotiating, turn taking and peer interaction. These outcomes provide meaningful topics for AAC use. Reflections from AAC group participants and other stakeholders highlight practical impacts across settings.

The workshop includes collaborative problem‑solving around common challenges, including managing multiple access methods and balancing access to communication and EC. Participants will identify practical ways environmental controls can be embedded in their own settings to promote participation and communication.

Summary
(50-word summary to be included in the program – same formatting as above)
This workshop explores how environmental controls can support engagement, active participation and meaningful reasons to communicate in multi access AAC groups, camps and schools. Through real world examples, hands on activities and collaborative problem solving, participants examine ways to enable action through alternative access to support interaction and authentic AAC use.

Additional Workshop Information
What are the specific workshop learning outcomes (please list at least 2)? By attending this workshop, participants will:
By attending this workshop, participants will:
– Build understanding of how environmental controls can be embedded into AAC groups, camps and school settings to increase active participation and reduce passive involvement for individuals with complex communication and physical access needs.
– Analyse real world group contexts to identify where environmental controls can support initiation, interaction and meaningful AAC use within multi access activities.
– Develop practical approaches for designing or adapting group activities that enable AAC users to act on their environment using a range of access methods (e.g. switch access, eye gaze) and forms of environmental control (infrared, radio frequency, switch adapted equipment, etc.), while balancing autonomy and shared participation.
– Reflect on their own practice contexts to identify realistic next steps for implementing environmental controls in ways that promote agency, engagement and communicative competence.
What is your preferred and maximum number of attendees?
Up to 30 attendees.

What evidence / information was used to develop the workshop content?
The workshop content was developed from multiple sources of evidence and information:
• Practice based evidence: Superyou’s implementation experiences using environmental controls in multi access AAC groups, camps and schools, including case examples across activities and analysis of what increased active participation.
• Frameworks and best practice principles related to building alternative access and AAC skills: Communication partner skill frameworks and AAC implementation principles (e.g., responsive interaction, creating communication opportunities, modelling AAC in authentic contexts, and supporting initiation) (Kent-Walsh, 2015). Peer reviewed research and frameworks informing the workshop includes work on developing switch access and eye gaze skills (Beauchamp et al., 2018; Borgestig et al., 2021; Burkhart, 2018; Eyes on Communication Research Group, 2021; Holmqvist et al., 2017) and research on user experiences of environmental control systems (Judge et al., 2009).

• Stakeholder input: Reflections and feedback from AAC users, as well as educators, families and other team members on participation outcomes, engagement, and feasibility in real settings.
• Technical and product related information: Practical information regarding capability, setup and compatibility of a range of products including environmental control accessories, and built in environmental control features available within dedicated AAC devices.

• Implementation considerations: Practical knowledge about access methods (switch, eye gaze, alternative access), risk management, shared environment design, and strategies to avoid “choice making” without genuine control.

Beauchamp, F., Bourke-Taylor, H., & Brown, T. (2018). Therapists’ perspectives: supporting children to use switches and technology for accessing their environment, leisure, and communication. Journal of Occupational Therapy, Schools, and Early Intervention, 11(2), 133-147. https://doi.org/10.1080/19411243.2018.1432443
Borgestig, M., Al Khatib, I., Masayko, S., & Hemmingsson, H. (2021). The impact of eye-gaze controlled computer on communication and functional independence in children and young people with complex needs – A multicenter intervention study. Developmental Neurorehabilitation, 24(8), 511-524. https://doi.org/10.1080/17518423.2021.1903603
Burkhart, L. (2018). Stepping Stones to Switch Access. Perspectives of the ASHA Special Interest Groups, 3(12), 33-44. https://doi.org/doi:10.1044/persp3.SIG12.33
Eyes on Communication Research Group. (2021). Eye-gaze control technology for people with cerebral palsy: Clinical Guidelines
Holmqvist, E., Derbring, S., & Wallin, S. (2017). Participation through gaze controlled computer for children with severe multiple disabilities. Studies in Health Technology and Informatics (242), 1103 – 1108.
Judge, S., Clarke, Z., & Hawley, M. (2009). Users’ Perceptions of Environmental Control Systems. Assistive technology research series, 25. https://doi.org/10.3233/978-1-60750-042-1-426
Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of communication partner instruction on the communication of individuals using AAC: A meta-analysis. Augmentative and Alternative Communication, 31(4), 271-284. https://doi.org/10.3109/07434618.2015.1052153

What is the complexity of the content (introductory, intermediated or advanced)?
Intermediate – assumes basic knowledge of AAC and access methods but doesn’t require existing detailed knowledge of environmental controls or integrating them with AAC.

Please indicate any special equipment requirements below:
Mains power access with multiple power points at 4-6 stations preferred.

Beyond the prescription: Real solutions to overcome barriers in assistive technology follow-up

Background: Clinicians often deliver high-quality assistive technology (AT) interventions, yet frequently struggle to track long-term outcomes. With funding bodies increasingly scrutinising AT requests, clinicians must routinely evaluate outcomes to ensure quality client care, justify future funding, and monitor their own clinical competence. However, time constraints, funding limitations, unstructured workflows and unfamiliarity with outcome measures, often create barriers to effective follow-up.
Workshop aims: This interactive two-hour workshop explores common barriers to tracking AT outcomes and provides practical strategies to overcome them. Attendees will be supported to reflect on their current performance, identify priority gaps to address, and develop an achievable action plan to support strategy implementation and changes to practice.
Approach: Attendees will engage in small-group brainstorming to focus on one selected area from four key aspects of the AT follow-up process. These aspects include client and referrer education to ensure the value of follow-up is understood; clinician workflows that embed follow-up procedures based on goal-setting; formal evaluation through establishing baseline data and utilising standardised outcome measures; and big picture thinking to translate individual outcomes into service-wide planning and advocacy data. The results of this brainstorming will then be shared with the wider audience to provide attendees with further strategies they can implement beyond the workshop.
Conclusion: Attendees will collaboratively design real-world solutions and leave with a tailored action plan to immediately enhance their AT follow-up practices. Applying these practical strategies will empower clinicians to confidently address systemic barriers, advocate for the value of their services, and ensure quality, long-term client outcomes.


Summary: Tracking assistive technology outcomes is essential for demonstrating clinical value, however clinicians frequently face barriers to effective follow-up. This interactive workshop explores practical strategies to overcome these challenges. Participants will self-evaluate their practice, collaboratively design real-world workflows, and leave with an action plan to improve service delivery.

Switch Adapted Toys Workshop: A Hands-On Guide to Rewire Access to Play

Switch adapted toys enable play for children with severe motor disabilities, fostering physical, social, and cognitive development. They also help young children build causal understanding, forming an early pathway to using switch-activated assistive technologies for communication and daily living. Despite their benefits, families, educators, and clinicians often hesitate to purchase switch toys due to high cost, frequent damage, and uncertainty about suitability, making them a high-risk investment compared with standard toys.

Led by experienced engineers and clinicians through a partnership between Cerebral Palsy Alliance and the University of Sydney, this Switch Adapted Toy Workshop aims to show families and clinicians how easy and affordable it is to switch adapt a toy themselves. With the right tools and support, learning this practical skill can be achieved within 2 hours without any prior experience in electronics. Participants will complete this workshop with the knowledge, skills, and resources to enable access to more play opportunities for children with disability. All materials and tools provided.

Learning Objectives:
• Understand the developmental role of switch adapted toys: Participants will explain how switch toys support early play, causal understanding, and pathways to future assistive technology use.
• Develop practical skills to switch adapt toys safely and affordably: Participants will gain hands on experience adapting a commercial toy.
• Apply knowledge to expand play opportunities for children with disability: Participants will leave with the resources, confidence, and strategies to select, adapt, and use switch toys.

Additional information:
Introductory, 10-20 attendees and 2 hours.

Summary
Switch adapted toys foster development through play for children with disabilities, though they are underused due to their high cost and limited availability. This workshop aims to show participants how to switch adapt a toy themselves, providing the resources to enable access to more play opportunities for children with disability.

Peer-led wheelchair skills training - showing what is possible

Wheelchair skills training is often delivered within clinical rehabilitation settings, yet many people with spinal cord injury (SCI) report unmet needs when transitioning to community life. The Living Well Project, a collaboration between Skills for Independence and AQA, addressed this gap through the development of Australia’s first structured Active Rehabilitation (AR) model. AR is a peer-led, community-based approach that supports people with SCI and similar disability to develop practical skills, knowledge and independence. Wheelchair skills, delivered by experienced peer trainers, are central to the model and critical to optimising assistive technology use. These sessions are delivered in safe, supportive environments, following an established program that builds skills and confidence through incremental skill acquisition to enable participants to develop towards their full potential.
Across the project, wheelchair skills were delivered as half-day sessions, or incorporated into multi-day residential camps. Sessions used instruction and practice to focus on techniques and problem-solving skills transferable to community environments. Evaluation findings demonstrated improvements in confidence, wheelchair performance, independence and community participation. Participants consistently identified peer expertise, practical learning and shared lived experience as critical ingredients for success.
This workshop will showcase the theory and practice underpinning peer-led wheelchair skills instruction. Participants will explore the evidence for peer-led active rehabilitation approaches, key program design principles, safety considerations, progression frameworks and implementation lessons from the Australian context. A practical component will allow attendees to observe and participate in wheelchair skills activities, highlighting how lived experience-led training can shift outcomes from skill acquisition to confidence, autonomy and participation.

Summary:
Many people with spinal cord injury leave rehabilitation without the wheelchair skills needed for community life. This workshop showcases Australia’s first peer-led Active Rehabilitation model, combining evidence, program design and practical wheelchair skills training. Participants will explore how lived-experience-led approaches build confidence, independence and community participation.

Pressure Mapping in Practice: Leveraging Technology to Inform Real Time Clinical Decision Making

SUMMARY
Pressure mapping delivers real-time, objective insights into pressure distribution and management across 24-hour positioning. It enables clinicians to assess individual risk during movement, identify hidden contributors to pressure injury, and guide tailored interventions. This session explores its clinical and educational value in supporting informed decisions and practical pressure management outcomes.

ABSTRACT
The effectiveness of support surfaces and positioning strategies across a 24-hour period is fundamental to the long-term health of individuals with impaired mobility. Unrelieved interface pressures are a major risk factor for tissue damage and development of pressure injuries, underscoring the importance of clinical approaches that account for how risk fluctuates with daily movement and positioning.

Pressure mapping technology provides clinicians with objective, real-time visualisation of pressure distribution at the body-support surface interface. This enables the identification of high-risk areas and reveals how pressures shift with changes in posture, activity, and fatigue. Such dynamic feedback uncovers loading patterns during seating, lying, and transitions – patterns that are often missed during conventional assessments.

When integrated into a structured framework, pressure mapping facilitates a deeper analysis of the interplay between anatomy, positioning, and support surface design throughout the full 24-hour cycle. These insights empower clinicians to move beyond observational based approaches, enabling more precise prescription of support surfaces and identification of hidden contributors to pressure risk.

Beyond clinical decision making, pressure mapping serves as a powerful educational tool. Real-time visual feedback enhances understanding for assistive technology users and their support networks, fostering greater engagement in pressure management strategies.

Although not universally available, the principles and insights gained from pressure mapping can be applied in everyday practice, enriching clinical reasoning, strengthening education, and supporting practical, evidence-based solutions for everyday challenges.

Real Solutions for Real Life: A Practical Pathway to Eye Gaze Access

Eye gaze access has the potential to transform communication, play, and participation—but for many teams, the challenge lies in knowing where to start and how to support progress in real world contexts. This 2-hour workshop introduces a recently updated TD Eye Gaze Pathway: a flexible, practical framework designed to support individuals who are new to eye gaze as well as those with eye gaze experience.

Grounded in real-life clinical scenarios, participants will explore the five integrated steps of the pathway: sparking interest, supporting visual interaction, improving accuracy with large and small targets, developing choice making, and expanding functional use. Emphasis will be placed on motivation, individualisation, and progress over perfection – recognising that eye gaze learning is not linear and does not require prerequisites.

The workshop will provide real solutions for real life, including practical strategies for positioning and mounting, adapting activities for different environments, and troubleshooting common access challenges. Participants will learn how to observe and track progress using both formal tools and clinical observation, and how to support individuals with diverse profiles, including CVI, cerebral palsy, Rett syndrome, and neurological conditions.

Designed for occupational therapists, speech pathologists, educators, and AAC teams, this session offers a clear, achievable approach to implementing eye gaze in ways that are meaningful, motivating, and sustainable across everyday settings.