Typically developing children face multiple challenges in developing friendships with peers who have severe physical disabilities and use augmentative and alternative communication (AAC), especially when these peers experience restrictions in mobility, educational participation, physical access, and communication. In this small qualitative study, six typically developing children were interviewed about their friendships with classmates who have cerebral palsy and use AAC. Data were analyzed according to Riessman's narrative methodology (2008). Overall, participants viewed these friendships positively. In this article, we discuss the main themes that characterized these friendships: communication, learning, helping, and shared time. This knowledge may help to facilitate friendships between children without disabilities and their peers who use AAC within mainstream educational settings.

Background Sarcopenia is an age-associated skeletal muscle condition characterized by low muscle mass, strength, and physical performance. There is no international consensus on a sarcopenia definition and no contemporaneous clinical and research guidelines specific to Australia and New Zealand. The Australian and New Zealand Society for Sarcopenia and Frailty Research (ANZSSFR) Sarcopenia Diagnosis and Management Task Force aimed to develop consensus guidelines for sarcopenia prevention, assessment, management and research, informed by evidence, consumer opinion, and expert consensus, for use by health professionals and researchers in Australia and New Zealand. Methods A four-phase modified Delphi process involving topic experts and informed by consumers, was undertaken between July 2020 and August 2021. Phase 1 involved a structured meeting of 29 Task Force members and a systematic literature search from which the Phase 2 online survey was developed (Qualtrics). Topic experts responded to 18 statements, using 11-point Likert scales with agreement threshold set a priori at >80%, and five multiple-choice questions. Statements with moderate agreement (70%-80%) were revised and re-introduced in Phase 3, and statements with low

Having an SGD at home generates ongoing support needs, which had not been well met for some parents in our study. Results suggest that timely, well coordinated and family-centred support may enhance service experience for families with a new device.

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Community members are willing to support people with intellectual disability to join their community groups. The Active Mentoring training is one way of harnessing the goodwill of community groups and their members to include people with intellectual disability to participate on an individual basis in community groups.