Disability Inclusion Resource Guide

Overview

Australian Cricket’s vision is to be ‘a sport for all that makes Australians Proud’. As we strive to inspire everyone to love and play cricket, we must ensure that our sport allows all individuals to engage with all aspects of the game authentically and is reflective of our diverse Australian community.

Playing sport benefits the physical health, mental health and social connection for all people, including people with a disability. Opportunities to enhance participation may include addressing costs, transportation, accessibility and increasing awareness and understanding of inclusion principles.

The Disability Inclusion Resource Guide has been developed to support Community Cricket Clubs and Associations to establish welcoming and safe environments where everyone can be involved in cricket in a way they choose.

Cricket has a positive sporting culture that embraces diversity and strives to be a safe, welcoming and respectful environment for all people.

Background

The United Nations Convention on the Rights of Persons with Disabilities defines a person with a disability as an individual who has long-term physical, mental, intellectual, or sensory impairments. When these impairments interact with various barriers, they may prevent their full and effective participation in society on an equal basis with others.

Disability can result from genetic conditions, illnesses, accidents, aging, or injuries. A person’s ability to participate in activities can be influenced by environmental factors, such as accessibility, community attitudes, and available support, as well as personal factors, such as self-confidence, communication challenges, or self-stigma.

Not all aspects of disability are visible. Invisible disability may include neurodiversity, chronic illness, cognitive impairment, learning difficulties, low vision, Deaf or hard of hearing. Open, respectful conversations are essential to understanding each individual’s needs and identifying the best ways to provide support and accessibility within a club or community setting.

In Australia, social barriers can lead to direct or indirect exclusion. By addressing barriers such as negative attitudes, lack of knowledge or awareness, inaccessible facilities or activities and limited opportunities, cricket can become a safe and inclusive space for everyone.

Cricket Participation for All

Taking a person-centred approach to participation in cricket will support clubs and associations to meet the needs, skills and abilities of everyone, not just those living with a disability.

The use of this model may be transitional as individuals begin their cricketing journey and explore the best fit for their participation. This initial stage is especially important in the initial contact with the club, they should be met with open, clear, consistent, and effective communication to ensure a positive and inclusive experience.

Here are five variations of participation to create a safe and inclusive cricket experience. These options should be considered in consultation with the participant to help identify the best fit.

1. No modifications

The training activity or match proceeds without any changes for all participants.

For example: A player who identifies as having a disability may choose, and be able to participate in regular club training and competition formats without requiring any modifications or additional support.

2. Minor modifications

Small changes are made to the activity or match to support the participation of everyone.

These adjustments can be used to provide appropriate challenge or support based on an individual’s needs, preferences, or skill level.

Modifications may be temporary or ongoing, depending on the participant’s confidence, comfort, and progression.

For example: A player with low vision may prefer to use a more brightly coloured ball to improve visibility when batting or bowling.

3. Major adaptations for people with disability

Larger or more specific changes are made to the activity or match to support individual participation.

These adaptations may involve equipment, rules, or uniforms, and are based on the participant’s needs and preferences.

For example: A player may use modified equipment or follow adapted rules in a match to ensure meaningful and safe participation

4. Dedicated opportunity for people with a disability

Participating in teams exclusively for people with disability such as in an all-abilities competition or carnival.

When running these programs ensure that there is a united approach by having parallel or aligned activities across the club. Providing a next step or transition program may also be beneficial.

For example: A person with low vision participating in a Blind Cricket team for their local club.

5. Non-playing role

Individuals can make meaningful contributions to the club community through non-playing roles, such as volunteering or becoming a club official.

Clubs should offer flexibility in how people engage whether it’s through a formal position (For example: committee member or scorer) or smaller, regular tasks (For example: helping with set-up, social media, or equipment). These options create inclusive pathways for involvement, regardless of a person’s playing ability or access needs.

Cricket Australia encourages all clubs and associations to have choices available for participation for all people that supports their inclusion and skill development.

Training and Playing Modifications or Additions

Effective coaching should put the player first and allow all players to thrive in the activities. By speaking to players and/or their parent/carer, you can discuss ways to adjust training or matches to be safe and inclusive for all players. Some examples are included below.

Modifications should be communicated in a way that is positive and supportive for example, ‘we are applying modifications to the game today to ensure everyone can participate’. Players requiring modifications should not be singled out or disclosed unless they choose to share with the group themselves.

We’re in it together

Cricket should be a welcoming and inclusive space for everyone. Being aware of each player’s preferences, strengths, and support needs helps create a safe, positive, and engaging experience for all.

Foster a fun, respectful, and encouraging environment.
Adjust team numbers or the number of turns to increase player engagement. For example, reducing the fielding team size can maximise participation.
Modify the duration or structure of a game or activity to suit the needs of the group.

Example: The coach speaks to a new player with autism* to identify if any modifications may be helpful or required. They discuss having a visual schedule, breaking activities into smaller, manageable steps and using a softer ball to support initial skill development. These adaptations help reduce anxiety, build confidence, and promote early success.

* Cricket Australia is committed to using respectful and inclusive language. We use person-first language, but we understand that some people prefer identity-first language. We respect each person’s choice of language and aim to support them in the way they prefer.

Change Up Your Style

Communicate and organise your sessions so that every player feels supported and included.

Bring the group together when giving instructions to support shared understanding.
Stay within appropriate proximity to players who may need additional support or use alternative communication methods.
Use clear, simple language and visual aids (e.g. tactic boards, demonstrations, pictures).
Implement a buddy system to support understanding and social connection.
Keep instructions brief and check for understanding regularly by using simple language, visual cues, and quick prompts like thumbs-up or asking a player to repeat the task.

Example: During cricket training, the coach uses a tactic board and clear, simple language to explain the drills to support understanding and build confidence.

Adjust the Rules

Simplify or tweak rules. You can change them again as skills and confidence improve.

Allow more bounces when bowling
Have more/less players fielding.
Try different scoring systems and keep things less competitive.
Change the rules slightly, such as having no fielders in certain areas, to give players more opportunities to succeed.

Example: During a practice match the coach uses a buddy system where one player bats and another ‘runs’ so that everyone gets a go.

Swap Equipment

Vary the size and type of equipment used so that all participants can have success.

Use lighter bats or alternative equipment e.g. tennis racquet.
Make sure equipment stands out against the playing area for better visibility.
Use larger, brightly coloured, or noise-making balls.

Example: Blind Cricket uses balls with rattles inside to help visually impaired players locate the ball by sound. This adaptation can be used to make the game more inclusive and accessible for everyone

Modify the Environment

Change the way space is used so that all participants can have success.

Reduce the size of the playing area and use smooth or indoor surfaces.
Create zones within the playing area to simplify instructions.
Change the shape or size of the playing area to increase or decrease difficulty.

Example: Both teams agree to reduce the size of the playing area for the match and the coach directs fielding players to create a ‘zone’ with no fielders to enable the batting team to have better opportunity to score.

Communication

Source: Sport Inclusion Australia

Effective communication plays a crucial role in shaping people's experiences in sport. Positive and consistent communication from clubs and their representatives (such as leaders, coaches, team managers, and committee members) helps create an environment built on trust and respect. Communication goes beyond words—open body language and a positive tone are equally important.

For individuals with a disability, clear, respectful, and inclusive communication is essential. By understanding and applying best practices, we can create a supportive environment where all participants feel valued and engaged.

Using person-first language emphasises the individual rather than their disability, recognising a person first. However, it is also important to acknowledge that some people prefer identity-first language to recognise disability as a core part of their identity. Every individual’s experience is unique, and respectful communication involves using the language that aligns with how the person chooses to identify.

Tips to Avoid Communication Barriers

Minimise Distractions: Reduce background noise and avoid unfamiliar or chaotic environments that could impact communication.
Avoid Sarcasm: Sarcasm can be misunderstood, so it's best to use clear, straightforward language.
Do Not Use Baby Talk: Always communicate with respect, avoiding overly simplistic or infantilising language. Using age-appropriate tone and language
Speak Directly to the Participant: Communicate directly with the individual, not their support worker, carer, or companion, unless assistance is needed or they ask for help. Everyone has the right to be part of the team and to feel respected and included.

Communication Tips

Use Simple, Clear, and Direct Language: Ensure instructions are brief and easy to understand to keep participants engaged and reduce confusion.
Avoid jargon and figurative language: – Use straightforward terms instead of complex or abstract language.
Seek Clarification of Individual Needs: Regularly check in with participants to understand their specific communication preferences and requirements.
Respect the Individual’s Choice of Language: Ask Specific Questions: Be mindful of how participants refer to themselves and respect their chosen terminology.
Targeted questions: help reduce confusion and gather relevant information.
Minimise Background Noise and Distractions: Creating a calm environment allows participants to focus better on communication and tasks.
Face Participants When Delivering Instructions: Position yourself to maintain engagement and ensure better understanding.
Be Patient and Allow Time: Use Visual Aids and Signs, give participants ample time to process information and respond. Avoid rushing instructions.
Support verbal communication with visual aids: (e.g., signs, pictures) to enhance comprehension.
Incorporate Body Language: Demonstrate Instructions using non-verbal cues, such as gestures and facial expressions, to help reinforce understanding.
Demonstrations: Providing visual demonstrations alongside verbal instructions reinforces understanding.
Accommodate different communication methods: – Recognise and support the use of augmentative and alternative communication (AAC) tools, such as sign language or assistive devices.

Be Mindful of Social Aspects of Communication

When speaking about disability or neurodiversity, use respectful language that aligns with how the person identifies. Some people prefer person-first language (e.g. “person with disability”), while others may use identity-first language (e.g. “autistic person”).

Some individuals may find social aspects of communication challenging, such as interpreting non-verbal cues, maintaining eye contact, or understanding social norms like turn-taking in conversations or personal space when speaking.

Additionally, some may have difficulty understanding abstract language, including sarcasm, jokes, or phrases with multiple meanings. Be aware that misunderstandings can happen unintentionally—approach these situations with patience, learn from them, and adjust communication as needed to ensure clarity and inclusivity.