Introduction.
This is an essential toolkit to help Disability Service Providers develop their workforce with cultural and linguistic diversity (CALD) in mind.
The tools are designed to be thought provoking and encourage your team’s discussion on how to:
Build support and a business case for workplace diversity Get your organisation ready for cultural diversity Hire and leverage your talent pipeline for diversity Support your staff to build trust and rapport with CALD communities.
This toolkit comprises 5 video presentations, set in a fictional disability service provider, supported by a series of guides and checklists.
1. What is cultural and linguistic diversity?
Australia has a culturally and linguistically diverse (CALD) population, and we often work in culturally diverse settings. To successfully service the community, it is important to reflect community diversity and leverage the great talents of your team.
This video introduces the concept of cultural and linguistic diversity, and how a recognition and respect for diversity ensures effective service delivery.
You can download and refer to the Cultural and Linguistic Diversity guide for further information.
Download the self-reflection tool to rate your familiarity with the culturally and linguistically diverse communities that are in your catchment/s. This will help you to understand the CALD capability of your team, including identifying areas for further improvement.
2. Building support for workplace diversity.
Understanding that you need to engage with CALD Communities is a step in the right direction. However it can be difficult for your team to embrace diversity and inclusion without the support of business leaders and your management team.
In this session we will look at how you can generate leadership support for workplace diversity by building a business case using the following 6 steps:
1. Define the need.
2. Think about your audience.
4. Present your data.
5. Build a support group.
3. Getting your organisation ready for cultural diversity.
In this session we will look at how organisations can start building cultural capability. This might include setting up a Cultural Diversity Working Group; assessing where your organisation is at on your cultural journey; and developing a cultural diversity strategy.
“We thought about what culture and linguistic diversity really means and how it effects our service. It made me think about my culture too. I didn’t realise that my background and who I am was shaping some of the assumptions that I make about other people and what they need.”
Refer to the Building Cultural Capability Guide to find out about how to recognise, respect and respond to diversity.
Download the CALD Community Awareness Planning Tool to help you research and understand your local CALD Communities. This includes resources and suggestions for further action.
4. Hiring and leveraging your talent pipeline for diversity.
In this session we are going to explore the talent pipeline and how to access and leverage the diversity of your workforce. This will consider:
hiring for diversity managing your talent pipeline cultural attitudes and approaches training and support.
Use the Hiring for Diversity Guide and Checklist to minimise the potential or impact of unconscious bias when hiring new staff.
Download the Leveraging Diversity Self Reflection Tool to understand and leverage the diversity of your team.
5. Building rapport and trust with diverse communities.
There is a lot to learn when working in cross-cultural environments. The key is to ask questions, be willing to engage and be open to differences in norms and behaviours. For example, when entering a client’s home, do you know what to expect? Consider what might be culturally acceptable.
It is ok if you don’t know everything, but being prepared can be very beneficial.
This session will explore how support workers can engage with clients and their families. The Building Trust and Rapport Guide and associated checklist, will help you to think about what you consider ‘normal’ and how it may vary to your clients.
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Disability services cultural and linguistic diversity (cald) strategy

The National Disability Insurance Scheme is one of the most important social reforms in recent history. The NDIS creates a uniform system of disability services across Australia and increases the social and economic participation of people with disability.
The implementation of the NDIS must ensure equity in availability and accessibility of support that will respond to the needs and choices of participants from culturally and linguistically diverse (CALD) backgrounds. It is also imperative that the cultural rights of people with disability are recognised and accommodated within the Scheme.
The available data on the number of people from CALD backgrounds living with disability is currently insufficient. Most researchers use a limited range of diversity indicators, the most common being country of birth. Using country of birth as the indicator of cultural and linguistic diversity is significantly inadequate to the task of identifying cultural and linguistic diversity.[1]
NDIS participants with an approved plan.
Data Source: National Disability Insurance Agency Quarterly Report to COAG Disability Reform Council, 30 June 2014 to 31 March 2016.
The NDIS is based on an individualised approach and the concept of consumers exercising ‘choice and control’. Instead of making people fit into fixed support options, NDIS participants are informed consumers making individual choices that can be tailored to their preferences and cultural needs. The positive implications of the Scheme not only affect people with disability but also their family members, carers and the communities that they live in.
The implementation of the NDIS must include strengthening capacity of individuals to navigate the free market and make informed choices about the services that respond to their requirements, including cultural needs.
There is a risk that many participants who have difficulty understanding the processes of the NDIS and limited access to information will not get the same benefits from this social reform as others, creating a system where particular groups are further disadvantaged.
Information about services must reach communities through active engagement. Placing information on a website and expecting consumers to access it will not be sufficient to enable participants in the NDIS to be informed about the services available to them. Other means of communicating including community radio and ethnic print are crucial.
Communities play a vital role in the Scheme in terms of education and assisting the community members to navigate the system. General Practitioners, diagnostic groups and other community organisations can be effective in delivering information about the NDIS to hard-to-reach communities.
Language barriers are a key reason for the minimal participation of CALD communities in the NDIS. Although a majority of people with disability speak English in Australia, there is a considerable number of people with disability who do not speak English at home. To overcome these language barriers, information about the NDIS should be provided in community languages, the use of the Translating and Interpreting Service (TIS) should be actively promoted, and service providers should seek to employ diverse workforces including bilingual and bicultural workers.
Feedback and complaints mechanisms drive quality and improvements to systems. All consumers must be aware of their right to complain and how to access complaints mechanisms. In certain countries making complaints about services is not a cultural norm, thus the promotion of feedback and complaints mechanisms is particularly important for migrants; laws and procedures in their country of origin are likely to be different to those in Australia.
Details of complaints mechanisms should be provided to all participants in the NDIS at the planning stage. There should also be multiple ways of lodging a complaint, including online, over the phone, in writing and in person.
An effective advocacy framework plays a key role in empowering individuals to be proactive self-advocates, assert their rights, and efficiently use existing complaint mechanisms. Peer support and professional advocacy services are also vital in enabling and encouraging people to use the feedback and complaint mechanisms.
The provision of cultural competency training and education is crucial to educate the NDIS workforce about the importance of cultural appropriateness of service delivery. Such training should focus on respecting and understanding cultural values of different cohorts in the society, using culturally appropriate language, behaviour and attire, awareness about the importance of religious observances, etc.
The development of an NDIS CALD Strategy by the National Disability Insurance Agency (NDIA) is a positive development in the right direction. The Information, Linkages and Capacity Building (ILC) Framework also has the potential to assist people from CALD backgrounds to navigate the system. There are a number of disability advocacy and not for profit organisations who run information sessions to educate and empower vulnerable groups of people.
Given the importance of the NDIS as a national social reform, it is imperative to ensure that all Australians, regardless of their cultural or linguistic background, enjoy the benefits of the NDIS.
[1] D. Wadiwel and B. Cooper, Disability and Multiculturalism, Data and the ‘Healthy Migrant’, ‘For those who’ve Come across the Seas, Australian Multicultural Theory’, Edited by A. Jakubowicz and C. Ho. 2013, p. 98.
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Introduction.
Recognition of the diversity of human beings and their experiences and the complexity that diversity brings to human interactions is, and always has been, a constant in the provision of high quality services. The Cultural Diversity Competency Framework (CDCF) recognises this and provides the foundation for a new approach to diversity within disability organisations.
The following section introduces the Cultural Diversity Competency Framework (CDCF), which provides a background and rationale for the various tools on this website, and a context for using the various tools in your organisation.
1. A new approach to diversity within disability.
Service providers’ ability to embrace and respond to diversity can be seen as a measure of their organisational capacity, capabilities and competence as a whole.
The effective provision of support to people with disabilities depends on organisations’ and individuals’ responsiveness to clients with complex conditions and situations. In modern management “speak” this depends on an organisation’s agility and resilience. These characteristics rely in turn on the service’s culture, understood increasingly as those day to day discussions that put values into action.
The Cultural Diversity Competency Framework (CDCF) provides the foundation for a new approach to diversity within disability organisations. The CDCF begins not with a blank slate, but from a position of acknowledgement and recognition of the strengths, vision and commitment that the disability sector already has in place to individuals and groups with a diverse range of experiences and expectations.
2. The business case for diversity.
The CDCF draws together and explores areas of common concern for providers, clients and communities, by employing an holistic approach which includes an understanding of how population (macro), community and service (meso) and individual (micro) needs shape the delivery, use and outcomes of services. It is based on the latest research and best evidence on quality improvement and change management, but for a very practical purpose, that is to assist clients and providers in working together to achieve the best possible outcomes for all those involved.
The CDCF outlines research that suggests that organisations with a strong commitment to diversity (that is, one which is embedded in the corporate culture) outperform their peers, and this commitment can make a positive contribution to:
the organisational climate work group performance job satisfaction workplace learning the creation of new markets increase market share and competitive advantage greater relative profits.
3. Benefits of using the CDCF.
For clients.
The CDCF will provide a recognition that they are seen and responded to as an individual within the context of the communities, that their concerns are acknowledged and recognised, that the service takes these concerns seriously, and treats them with respect.
The CDCF recognises the complexity of their work, values their full range of competencies, encourages and supports them to develop new or building on existing competencies and experience, and gives them the opportunity to identify, improve and innovate their and their organisation’s work.
For disability services.
Disability services will benefit from the CDCF by ensuring that: they have a reputation for providing the best possible care to all clients; that they have an evidence-based understanding of clients, communities and staff needs and expectations; that they build a culture of innovation and continuous quality improvement in clients’ experience of care; and that they build their organisational capacity for resilience, responsiveness and sustained innovation and change.
4. What needs to change?
Three things need to change if the CDCF is to be fully implemented: practice , culture and discourse .
An organisation that wishes to adopt the CDCF needs to consider a flexible approach to service delivery.
Cultural competence demands that clinicians and workers develop flexibility in thinking and behaviour, because they must learn to adapt professional tasks and work styles to the values, expectations, and preferences of specific clients. This means that practitioners must choose from a variety of strategies that are useful for the range of cultural groups and social classes, levels of education, and levels of acculturation that exist among clients.
Organisational culture is evident in organisational structures, policies, and even its physical environment, all of which are included in the CDCF. Organizational culture has to be open enough and supportive enough to allow for the integration of the CDCF, which in turn needs to help shape the culture of the organisation so that responsiveness to CALD communities is viewed simply as part of the daily routine. As Truong et al (2014, p.14) note:
Discourse is a shorthand term for a complex way of understanding how human beings communicate and what meaning and power relationships are situated within and through the use of that communication. Discourses are the sum total of how organisations and their staff, speak about, write about, represent (in image as well as in words), and respond to clients and staff.
It is as much about what is not visible or spoken about (including difficult topics like racism and discrimination, which can apply to both clients and staff) as about what is.
While disability services have a long history of inclusive approaches and inclusive language towards people with disabilities, this has not always translated to responsiveness for people with disability from culturally and linguistically diverse backgrounds. The CDCF has been designed and will provide assistance with this transition.
5. Change processes and tools.
What ties together the above three elements – practice, culture and discourse – is leadership. A commitment to the CDCF requires a commitment to transformative and distributed leadership across the organisation.
And leading any change requires a sustainable approach to responding to the needs of all existing and potential clients. The CDCF change model (see image below) has been tested in the field and provides a change model that can be adopted by your service.
It utilises an appreciative inquiry and resilience approach (work out what we are doing well, strengthen those elements, and then address areas of improvement) combined with practice development and communities of practice (providing support for services and staff in a self-sustaining manner).
Image: CDCF change process.
This Diversity in Disability digital resource introduces some of those tools and materials to support that change journey:
5.1 Positive Organisational Review Tool.
The Positive Organisational Review Tool (PORT) is part of the Cultural Diversity Competency Framework (CDCF) and is about assessing where you are, where you could be, and how to get there. The outcome will be a personalised profile of your organisation, its strengths and weaknesses in relation to cultural diversity issues, and more importantly insights into how to increase your responsiveness to clients – and staff, of all backgrounds.
5.2 Organisational development and leadership.
As a leader, how well equipped are you to respond to cultural diversity? And how well equipped are you and your organisation to respond to cultural diversity and do you have the capacity and competence to be responsive to people from culturally and linguistically diverse backgrounds with disability? The resources on Leadership for Cultural Diversity provide Self reflection for leadership that considers aspects of your knowledge, skills, attitudes and planning to lead for diversity.
5.3 Essential tools for workforce development.
The CDCF approach to workforce development requires the identification of the current levels of cultural competence within and across all staff – professional, administrative and ancillary, followed by the development of these competencies to their optimum levels through training, education and a range of professional development activities. The Essential Tools for Workforce Development provide a basis for that and are designed to be thought provoking and encourage your team’s discussion on how to:
Build support and a business case for workplace diversity Get your organisation ready for cultural diversity Hire and leverage your talent pipeline for diversity Support your staff to build trust and rapport with CALD communities.
5.4 Evidence based practice.
The CDCF focuses on two types of evidence based practice (EBP). The first is the use of the latest available research to support the development of the Framework and its associated tools. This means evidence from cultural competency and diversity research, but also includes the latest evidence on organisational change and innovation, client centred and directed care, disability and diversity studies, and professional and staff development.
At a second, more pragmatic but equally important level, the CDCF will assist organisations to assess the types and level of evidence they wish to collect from within their own organisations. These including questions about data (raw numbers), information (contextualised data) and knowledge (actionable information) including:
What kinds of data, information and knowledge to collect? How to capture data, information and knowledge? How to manage data, information and knowledge? What to do with data, information and knowledge? Where to go for additional data and information? How to identify legitimate and useful data, information and knowledge? What client data to collect?
You can find more information about EBP throughout the CDCF. Download the Cultural Diversity Competency Framework (Word version)
5.5 Partnering and engaging with CALD communities and carers.
At the heart of the CDCF is the principle of a relational mode of operating. This means recognising and responding to clients within their familial and community contexts.
The Engaging CALD Communities and Carers tools are a first step in helping you understand key issues around engaging with carers and communities rom CALD backgrounds. The tools cover:
Understanding CALD Carers Carer Issues in Person Centred Care Reaching & Engaging with CALD Carers Thinking about Stigma, disability and CALD communities Building networks and partnerships Engaging new and emerging communities CALD community input in program planning (a co-design approach)
5.6 Evaluation and innovation.
The CDCF is based on the principle that even small changes can result in big improvements for services. In order for these improvements to be sustained, disability organisations need to commit to a process of continuous quality improvement (CQI). Numerous models of CQI exist, including the CDCF, which by its circular nature demands a constant review and evaluation of client and organisational outcomes.
Communities of practice and practice development theory.
The creation of communities of practice and the use of practice development theory, which is widely utilised to create cycles of practitioner directed innovation and evaluation, and which has been used extensively in the support of client centred care, are both strategies which align with the philosophy and practice of the CDCF approach.
Closely aligned to the practice development approach is the use of action learning sets. Action learning establishes a team or ‘set’ of practitioners who work with a facilitator or coach to identify a problem that is important, critical and complex and then examine it from a place of inquiry and reflection.
Innovation and customisation.
You can also customise some competencies, and associated strategies outlined in the CDCF on the basis of, for example, the: type and function the service itself (where it is along the spectrum of CDC ‘maturity’, the type of services it provides, it’s context (size, location, number of workers etc.); type of disability/disabilities for which the service caters; and the characteristics (e. g. age) of clients. In addition to these variables, the needs of specific groups, such as refugees and asylum seekers, people with dual disabilities, or isolated individuals (for example prisoners, CALD individuals in rural and remote settings) may need to be addressed.
6. An opportunity to make a difference.
The opportunity to address diversity issues is now when major change has opened about established attitudes and approaches to disability service design and definitions. The changing demography of Australian society is being acknowledged by disability sector organisations and the next step is to build the capacity of organisations to take these steps.
The aim of this CDCF is to provide a platform for building the competency of the sector from top to bottom by ensuring CALD issues can be integrated into existing organisational tasks and goals.
The CDCF and its associated resources will help you to think about how you can start to make a difference with creating a more inclusive future for people with disabilities from CALD backgrounds; and how you can bring your organisation, and its people, along for the journey.
By accessing the website diversityindisability. org (Website) and any information presented on the Website or provided, disclosed or presented by or on behalf of Ageing, Disability and Home Care (Department of Family and Community Services), The Northcott Society Ltd, Beasley Intercultural Pty Ltd, Cultural Perspectives Pty Ltd and Georiography and Associates (together we), you acknowledge and agree that we each own all legal right, title and interest in respective sections of the Website and the Website content (including all intellectual property rights), except where stated otherwise. You agree that you will not remove, obscure or modify any proprietary rights notices (including copyright and trade mark notices) affixed to or contained in the Website.
You may reproduce a single copy of any content on the Website for your own personal, non-commercial use only. Except where permitted under the Australian Copyright Act 1968 (Cth) or other applicable laws (and excluding: the temporary copy held in your computer's cache, a single copy for your own personal use and any content provided by you), the Website content must not otherwise be used, stored, reproduced, published, altered, adapted or transmitted in any form or by any means in whole or part without our prior written consent.

Intellectual disability and people from culturally and linguistically diverse backgrounds.
People with an intellectual disability who are from culturally and linguistically diverse (CALD) backgrounds will be highly likely to experience multiple forms of discrimination throughout their lives. They are likely to experience discrimination from the wider community due to their ethnicity and discrimination from both within their cultural group and the wider community due to their disability (NEDA, 2001).
In common with people with an intellectual disability, people from a CALD background will often (NEDA, 2001):
Have language and communication difficulties that present significant obstacles in gaining access to services Miss out on generic and psychiatric support services Be unaware of the range of services and supports available and lack the knowledge necessary to access appropriate services Experience extreme isolation Experience financial vulnerability and fewer opportunities Experience reduced capacity to participate in social, economic, political and cultural life.
In addition, people from a CALD background may misunderstand how services operate and be misunderstood by health and welfare professionals (MMHA, 2004).
According to the National Ethnic Disability Alliance (NEDA, 2001), three-quarters of people from a non-English speaking background who have a disability miss out on accessing disability services and supports. NEDA suggests that many services seem unable to accommodate linguistic and cultural diversity because:
Ethnic communities tend to be overlooked when considering the ‘target group’ of people with intellectual disability The disability service system has not adopted basic mechanisms for people from CALD backgrounds, such as interpreters or the publication of materials in languages other than English There are insufficient strategies and practices to ensure that people with a disability who are from CALD backgrounds, and their families and carers, participate in decision making The myth of extended family support is still subscribed to by both service providers and funding bodies.
Counsellors working with people with intellectual disability from CALD backgrounds need to consider their ‘cultural competence’ (Gow, 1999). Globalisation and migration continues to increase movement and contact across geo-political borders and continues to increase the complexity in communication between two or more cultures.
Culture is something that is learned and encompasses the beliefs, values, norms, symbols, behaviours, perceptions and customs of a people (Francisco & Carlson, 2002). Cultural practices and traditions can define roles within society, give meaning to life events, provide recognition of milestones and important transitions, and give a sense of belonging. The experiences of ethnicity and disability are interdependent and one cannot be valued over the other (NEDA, 2001).
People with intellectual disability from CALD backgrounds may not be given the opportunity to participate fully in the cultural life of their own ethnic group or that of the dominant culture. There may be multiple reasons for this: a person with intellectual disability may experience discrimination or shame within their cultural group because of their disability; a person may experience separation from their family of origin due to institutionalisation or removal from their families due to abuse or neglect; or a person with intellectual disability may receive support from a service or organisation, and that service may not provide the support required for the person to participate fully in their culture and its traditions.
Strategies that may aid cultural understanding include:
Use an interpreter, if needed Develop an understanding of the client’s perception of disability – how does this client (or family or culture) perceive the disability? Is this similar or different to the dominant culture? Develop an understanding of the roles that religion and faith play in their life and in people’s well-being Develop an understanding of the role of cultural traditions in the client’s life Ask whether the client has had an opportunity to fully participate in their culture’s practices and traditions Consider why the client came to find themselves in a different culture and what impact this might have; the history of the family’s migration may be significant Resist making generalisations about cultural groups and applying them indiscriminately in specific situations; there will be different views about disability within cultures and within family groups as well as between cultures Consider the impact of historic discrimination Develop an ability to recognise when you have been culturally insensitive or unaware (it’s bound to happen) and develop strategies to recover from these mistakes.
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When talking about how services work with, support and connect with people with a disability, the idea of being ‘person centred’ has been around for a long time. It’s a pretty easy term to understand, but a little harder to put into practice.
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There has a been a lot of talk lately about ‘person centred’ approaches and ‘self-direction’ in the context of disability services, particularly with the advent of the National Disability Insurance Scheme (NDIS), but what do these terms really mean and why are they important?
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