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Child Disability

Improving the lives of children with a disability and their families sits at the core of our team.

Around 1 in 10 children have a disability that impacts on their ability to function in the same way as other children.

Sometimes they are born with these disabilities, sometimes they develop after birth, and sometimes they are caused by illness or injury. There are many types of disability, including intellectual, neurological, physical, sensory, and psychological, which can influence how the child thinks, behaves, and develops skills.

Disabilities can create many barriers for children and their families, which can significantly alter their quality of life.

Our vision is that all children impacted by disability and their families will live their best lives. We will support this vision by conducting an evidence- and consumer-informed program of research, underpinned by excellence in study design, analysis, and reporting.

To achieve this vision, we will:

  1. Engage with children with disability and their families across all walks of life to better understand their needs,
  2. Prevent or reduce disability and ensure that our research helps support meaningful and impactful changes,
  3. Engage key stakeholders to improve access to services and influence policy and practice.
  4. Collaborate with the community, health professionals, service providers, researchers, and policy makers.

Team leader

Professor Jenny Downs
Professor Jenny Downs

BApplSci (physio) MSc PhD

Head, Child Disability

Team members (16)

Dr Emma Glasson
Dr Emma Glasson

BPsych BSc (Hons) PhD

Senior Research Fellow

Senior Research Officer

Jacinta Saldaris
Jacinta Saldaris

BSc (Hons), PhD

Senior Research Officer, Child Disability

Kate Dorozenko
Kate Dorozenko

B Psych (First Class Honours), PhD (Psychology)

Senior Research Officer

Senior Research Fellow

Jess Keeley
Jess Keeley

BPsych(Hons), PhD (Psychology)

Research Officer

Peter Jacoby
Peter Jacoby

BA (Hons) MSc

Biostatistician

Clinical Associate Professor Raewyn Mutch
Clinical Associate Professor Raewyn Mutch

MBChB., DipRACOG., Cert.HPRT, FRACP., PhD

Research Officer

Carolyn Drummond
Carolyn Drummond

B. App Sci (Physio.)

Research Officer

Mohammed Junaid
Mohammed Junaid

BDS, MDS, MFDS RCPS (Glasg.), DDPH RCS (Eng)

Honorary Team Member

Dr Kingsley Wong
Dr Kingsley Wong

MBBS, MPH, MMedStat

Research Officer

Caitlin Gray
Caitlin Gray

BPsych MPH PhD Candidate

Research Assistant and Student

Reports and Findings

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Autism and Attention-Deficit/Hyperactivity Disorder Content in Highly Viewed TikTok Videos

Social media allows users to connect with others’ experiences and points of view, with TikTok being the fastest-growing platform worldwide. Highly viewed videos related to neurodiversity on TikTok have an increasing role in understanding and acceptance of neurodivergent individuals.

Parental Experiences of Having a Child Diagnosed With Septo-Optic Dysplasia

Septo-optic dysplasia (SOD) is a congenital disorder affecting 1 in 10,000 births, defined by the presence of at least two of a clinical triad, consisting of optic nerve hypoplasia, midline brain defects and pituitary hormone deficiency. Children with SOD may have vision impairment, hormonal deficiencies, developmental disorders, or epilepsy, but the clinical picture is highly variable. The complexity of SOD, its interplay with family factors, and the need for multiple specialty commitments can make the diagnosis period a challenging time for families.

Caregivers' Perceptions of Clinical Symptoms, Disease Management, and Quality of Life Impact in Cases of Cyclin-Dependent Kinase-Like 5 Deficiency Disorder: Cross-Sectional Online Survey

Cyclin-dependent kinase-like 5 (CDKL5) deficiency disorder (CDD) is an ultrarare genetic condition causing developmental epileptic encephalopathy characterized by seizures and motor and intellectual disabilities. No disease-modifying therapies are available, and treatments focus mainly on symptom management to improve quality of life.

Factors influencing participation in home, school, and community settings by 6- to 9-year-old children born preterm: a qualitative descriptive study

There is no published information on preterm children's activities and participation during middle childhood, a time when growth and development are characterised by increasing motor, reasoning, self-regulation, social and executive functioning skills. This study explored the health, activities and participation of children born very preterm during middle childhood (6-9 years) from the perspectives of their parents.

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