Models of participation

Abstract

In this session we aim to facilitate discussion around the drawbacks of traditional models of engagement in the higher education classroom, exploring alternative models of participation that provide accessible avenues for disabled and neurodivergent students to take part in learning. In the university setting, traditionally we expect students to engage in specific ways: taking part in class discussions, responding to questions verbally, delivering presentations, and regularly submitting written work. However, these means of participation may not be accessible to all students, including those who are disabled and/or neurodivergent. Given the increasingly diverse profile of university students, it is vital that we as educators can create a classroom environment that enables all students to contribute to the learning community and removes unnecessary barriers to participation.

Through case studies of two level six modules on the BSc Psychology programme at York St John, we explore alternative, inclusive models of participation. We consider the ‘double empathy problem’ (Milton, 2012) in the higher education classroom, and how it can be overcome to create learning environments that enable participation across neurotypes and communication preferences.  We invite you to bring your own experiences of facilitating participation and engagement from a diverse range of students, and to reflect on what works and why.

This session will give attendees the opportunity to discuss the implications of the above in their own practice. 

References

Milton, D. E. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability & Society, 27(6), 883-887.

Profiles

Dr Ruth Knight is a Lecturer in Psychology at York St John University. Her research broadly considers the ways that identity influences mental health experiences in minoritised groups, with a particular focus on disordered eating. Coproduction with the communities in question is a central part of her approach to research. She increasingly draws on her own lived experience as an autistic person to inform both her research and teaching practice, and writes about how this influences her work. Please see this profile for further information.

Dr Lorna Hamilton is Associate Professor of Psychology at York St John University. Her research focuses on contextual factors that influence educational outcomes for children and young people, including barriers to access for neurodivergent learners at all stages of education. She increasingly uses participatory methods to understand how educators can provide more fit-for-purpose learning experiences for the widest range of learners. Lorna is an advocate of neurodiversity-affirming education in schools and university settings and has delivered co-produced training for schools, academy trusts and universities. Please see this profile for further information.

Strategic links

• This session aligns with the university’s LTSE strategy 2026 (2.1) Our learning, teaching and assessment practices will be inclusive by design
• UKPSF Links: A1-A3, K2, K3, V1, V2

Booking information

To sign up for this session and receive the Teams link, please complete a copy of our CPD booking form.