Inclusive communication is the practice of communicating in ways that recognise, respect and accommodate the diversity of people’s identities, experiences, abilities and communication preferences.

Within assistance animal organisations, inclusive communication is essential because professionals interact with people from diverse backgrounds, including:

• people with disabilities;
• neurodivergent individuals;
• culturally and linguistically diverse communities;
• people with different communication preferences;
• professionals from different disciplines;
• people with varied lived experiences.

Inclusive communication is not about assuming that all people communicate the same way. It involves recognising differences, reducing barriers and creating environments where people can participate meaningfully.

At an advanced professional level, inclusive communication requires consideration of both the individual and the broader environment. Barriers to communication are not always located within the person; they may arise because systems, processes or communication methods have been designed around a limited range of experiences.

Understanding Inclusive Communication

Inclusive communication involves ensuring that information is:

• accessible;
• understandable;
• respectful;
• appropriate for the audience;
• delivered through suitable communication methods.

It requires professionals to consider:

• who is receiving the information;
• what barriers may exist;
• what adjustments may improve understanding;
• whether the communication approach respects individual preferences.

Inclusive communication is based on the principle that communication access is a shared responsibility.

People should not be expected to overcome unnecessary communication barriers alone.

Communication Access as an Equity Issue

Communication access refers to a person’s ability to receive, understand and express information.

Without communication access, people may experience barriers to:

• participation;
• decision-making;
• employment;
• education;
• professional relationships.

For example, a workplace may provide important information only through complex written documents.

While this may be accessible for some people, others may experience barriers due to:

• visual accessibility needs;
• language differences;
• literacy differences;
• cognitive processing preferences;
• communication disabilities.

Inclusive communication considers whether information is accessible in practice, not simply whether it has been provided.

Accessible Communication Methods

People communicate through many different methods.

Examples include:

• spoken communication;
• written communication;
• Auslan;
• captions;
• visual communication;
• augmentative and alternative communication (AAC);
• communication boards;
• speech-generating devices;
• electronic communication.

A communication method should not be interpreted as reflecting intelligence, competence or professionalism.

The method a person uses to communicate is simply the method that allows them to participate most effectively.

Augmentative and Alternative Communication (AAC)

AAC refers to methods and technologies that support communication when speech is not the most effective or preferred method.

AAC may include:

• communication books;
• symbol boards;
• picture-based systems;
• text-to-speech applications;
• speech-generating devices;
• eye-gaze technology.

AAC users may communicate complex:

• thoughts;
• emotions;
• preferences;
• opinions;
• decisions.

A common misconception is that a person who uses AAC has limited understanding.

Communication method and cognitive ability are separate concepts.

Professionals should always communicate directly with the person rather than speaking only to a companion, support person or communication assistant.

Auslan and Deaf Communication

Auslan (Australian Sign Language) is a recognised language used by many Deaf Australians.

Auslan has its own:

• grammar;
• vocabulary;
• linguistic structure;
• cultural significance.

It is not simply English translated into signs.

Deaf and hard-of-hearing people may use different communication methods, including:

• Auslan;
• spoken communication;
• lip reading;
• written communication;
• captioning;
• hearing technology.

Professionals should not assume a person’s preferred communication method.

The appropriate approach is to ask and adapt.

Braille and Accessible Information

Braille is a tactile literacy system used by some people who are blind or have vision impairment.

Braille allows access to:

• written information;
• signage;
• educational materials;
• independent reading.

However, not all blind people use Braille.

Many people access information through:

• screen readers;
• audio formats;
• digital accessibility tools;
• magnification technology.

Inclusive communication recognises that accessibility preferences are individual.

Plain Language and Clear Communication

Plain language involves communicating information clearly and effectively without unnecessary complexity.

This does not mean simplifying information inaccurately.

It means ensuring information is understandable.

Strategies include:

• using clear sentence structures;
• avoiding unnecessary jargon;
• explaining technical terms;
• organising information logically;
• providing examples where useful.

Plain language benefits many people, including:

• people unfamiliar with professional terminology;
• people communicating across disciplines;
• people learning English;
• people processing complex information.

Professional Jargon and Communication Barriers

Professional language can support efficiency within a discipline but may create barriers when communicating across professions.

Assistance animal practice involves multiple knowledge areas, including:

• animal behaviour;
• disability;
• occupational therapy;
• veterinary medicine;
• legislation;
• ethics.

A term that is familiar to one professional group may be unclear to another.

For example:

A trainer may use behavioural terminology that is unfamiliar to a health professional.

A health professional may use clinical terminology that is unfamiliar to a trainer.

Effective interdisciplinary communication requires professionals to explain concepts rather than assume shared understanding.

Cultural and Linguistic Diversity

Language and communication are influenced by cultural background.

Differences may occur in:

• conversational style;
• directness;
• use of silence;
• approaches to authority;
• decision-making;
• expressions of respect.

Professionals should avoid interpreting communication differences through their own cultural expectations.

For example:

A person who speaks less during a meeting may not be disengaged.

They may be:

• processing information;
• showing respect;
• communicating differently;
• waiting for an appropriate opportunity to contribute.

Inclusive Digital Communication

Digital communication is now a significant part of professional practice.

Inclusive digital communication involves considering accessibility across:

• emails;
• websites;
• online training;
• social media;
• video meetings;
• electronic documents.

Accessible digital communication may include:

• descriptive headings;
• readable formatting;
• captions on videos;
• alternative text for images;
• accessible document formats;
• avoiding unnecessary visual clutter.

Digital accessibility supports participation for many users.

Communication and Invisible Differences

Some communication differences may not be immediately visible.

A person may experience barriers related to:

• sensory processing;
• anxiety;
• fatigue;
• cognitive processing;
• attention;
• neurological differences.

These differences may affect:

• preferred communication method;
• processing speed;
• environmental tolerance;
• information needs.

Professionals should avoid assuming that a communication difference reflects:

• lack of interest;
• poor ability;
• lack of professionalism.

Trauma-Informed Communication

Communication can be influenced by previous experiences, including trauma.

Trauma-informed communication focuses on creating interactions that promote:

• safety;
• trust;
• choice;
• collaboration;
• respect.

Strategies include:

• explaining processes clearly;
• avoiding unnecessary surprises;
• offering choices where possible;
• maintaining professional boundaries;
• recognising that people may respond differently to stress.

Trauma-informed communication does not require professionals to know someone’s personal history.

It requires awareness that people’s experiences influence how they interact.

Inclusive Communication in Assistance Animal Practice

Assistance animal professionals often communicate about topics that may be personally significant, including:

• disability access;
• independence;
• animal suitability;
• assessment outcomes;
• training progress;
• retirement decisions.

Inclusive communication requires balancing:

• honesty;
• empathy;
• professional responsibility;
• individual autonomy.

For example, providing difficult information about an assistance animal outcome should still be communicated respectfully and clearly.

Creating Inclusive Communication Cultures

Organisations can support inclusive communication by:

• providing accessible information;
• encouraging people to communicate their preferences;
• training staff in communication accessibility;
• reducing unnecessary jargon;
• respecting different communication methods;
• valuing diverse perspectives.

Inclusive communication should be embedded into organisational culture rather than treated as an additional task.

Key Practice Principle

Inclusive communication recognises that effective communication is not achieved by expecting everyone to communicate in the same way.

It is achieved by creating environments where people can:

access information + express themselves + participate meaningfully.

Positive communication requires:

accessibility + flexibility + respect + understanding + willingness to adapt.