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Bridging double empathy gaps in the higher education classroom

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Knight, Ruth ORCID: https://orcid.org/0000-0003-0660-4588 (2024) Bridging double empathy gaps in the higher education classroom. In: Milton, Damian, (ed.) The Double Empathy Reader. Pavilion Publishing (In Press)

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In this chapter, we consider the implications of double empathy theory for educational practice, specifically in the context of higher education. We begin by briefly reviewing recent empirical evidence that challenges the former orthodoxy in psychological science as to the nature of ‘empathy’ across neurotypes. Next, we consider how the double empathy problem (DEP; Milton, 2012) may play out in classroom interactions between student and educator. We then present case studies of two third-year modules within a Psychology BSc programme that sought to reduce double empathy barriers in the classroom through the use of universal design for learning (UDL) techniques, interest- and strength-based approaches, and the removal of forced participation. We conclude by recommending adjustments to teaching practice that can help to make higher education more accessible for neurodivergent learners.

Item Type: Book Section
Status: In Press
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF636 Applied psychology
L Education > LC Special aspects of education > LC1200-1203 Inclusive education
School/Department: School of Education, Language and Psychology
Institutes: Institute for Social Justice
URI: https://ray.yorksj.ac.uk/id/eprint/9903

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