The potential for teacher/student empathy models of pedagogic practice to alleviate neurodivergent learner shame in the higher education classroom

这项参与性研究将现象学地探索神经分化学习者羞耻感在高等教育中的表现，并探讨教师/学生共情教学模式在缓解基于耻辱的学习障碍方面的潜力。有特定学习障碍或社交条件的大学生人数正在迅速增加。新的全国性优先事项嵌入了更大的教育包容性，这意味着大学正在从战略上重视这些学生的需求。虽然归属感越来越多地被视为提高学生留存能力和成就感的关键变量，也是包容政策的关键部分，但人们对归属感对神经分化学生意味着什么却知之甚少。迫切需要研究来打破所有人通向成功的障碍。神经分化的学生面临着更高的停学风险：缺乏学术整合和糟糕的学术经历会影响他们继续留在大学的决定。对于患有ADHD和其他学习差异的学生来说，学业自我怀疑等内在情感因素可能会阻碍他们取得成功。此外，由于神经分歧被广泛认为是身份认同的组成部分(Shaw和Anderson，2018)，因此对情绪幸福感的额外心理影响是深远的。参与支持服务的意愿可能会受到影响，例如，许多阅读障碍学生宁愿拒绝接受支持的机会，以避免进一步的污名。通过在实践中产生影响的变化来缓解这种羞耻感并培养归属感，这项研究有可能让更多神经分化的学生留在高等教育中，从而有助于使未来成为研究人员的人多样化。到目前为止，还没有研究从现象学的角度探讨神经分化学习者羞耻感在高等教育中的表现。此外，虽然人们对师生共情模型产生积极的学生结果的兴趣越来越大，但还没有研究调查这些模型是否有可能克服基于耻辱的学习障碍。最后，尽管自闭症研究已经开始远离以缺陷为中心的研究，并越来越多地采用神经多样性范式，这种范式重视所有人的思维多样性，但其他形式的神经分歧仍然深陷在追求正常化议程的研究中。这项参与性研究将把所有形式的神经分歧从病理框架中解放出来。这项研究将参与性研究定位为范式而不是方法论，从一开始就嵌入了神经分歧学生的认识论专业知识。研究问题的基础是符号互动主义对自我的概念化，即通过与他人和环境的互动主观构建自我，以及对这些互动的解释。解释现象学分析(IPA)是一个灵活而具体的框架，它关注行为和表达的每一个细微差别，以捕捉行动中的解释意义生成。神经多样性领域参与性研究的最佳做法框架强调需要调整语言和方法，使参与者能够有意义地参与，这两个特点都是作出反应的IPA进程的特征。一对一深度访谈将按照参与者的关注方向，了解生活体验的复杂性，并从非语言线索和手势中获取丰富的数据。

This participatory research study will phenomenologically explore the manifestation of neurodivergent learner shame in higher education and investigate the potential for pedagogic teacher/student empathy models to alleviate stigma-based barriers to learning.Numbers of university students with specific learning disabilities or social communication conditions are increasing rapidly. New nationwide priorities embedding greater educational inclusivity mean universities are giving strategic weight to these students' needs. While belonging is increasingly seen as the critical variable in improving student retention and success, and a key part of inclusion policy, there is little understanding of what 'belonging' means to neurodivergent students. Research is urgently needed to break down barriers to success for all.Neurodivergent students are at higher risk of non-continuation: lack of academic integration and poor academic experiences impact their decisions to remain at university. For students with ADHD and other learning differences, intrinsic emotional factors such as academic self-doubt may moderate success. Moreover, as neurodivergence is widely experienced as integral to identity (Shaw and Anderson, 2018), the additional psychological impact on emotional well-being is profound. Willingness to engage with support services may be affected, with many dyslexic students for instance preferring to reject the opportunity to receive support to avoid further stigmatisation. Through impacting changes in practice to alleviate such shame and foster belongingness, this research has potential to keep more neurodivergent students in higher education, thus contributing to the diversification of people who go on to be researchers. To date, no research phenomenologically explores the manifestation of neurodivergent learner shame in higher education. Further, while interest is growing in teacher-student empathy models for positive student outcomes, no research investigates the potential for these to overcome stigma-based barriers to learning. Finally, although autism research has begun to move away from deficit-focussed studies and increasingly adopt the neurodiversity paradigm which values the diversity of all minds, other forms of neurodivergence remain mired in research pursuing a normalisation agenda. This participatory study would liberate all forms of neurodivergency from that pathologising frame.This study positions participatory research as paradigm not methodology, embedding the epistemological expertise of neurodivergent students from the outset. The research questions are grounded in symbolic interactionist conceptualisation of the self as constructed subjectively through interactions with others and the environment, and the interpretation of those interactions. This lends itself to a qualitative, phenomenological research design which explores experience on its own terms.Interpretative Phenomenological Analysis (IPA) is a flexible and idiographic frame which attends to every nuance of behaviour and expression to capture that interpretative meaning-making in action. Best practice frameworks for participatory research in the neurodiversity field emphasise the need to adapt language and methodology to allow the meaningful engagement of participants, both attributes of the responsive IPA process. One-to-one in-depth interviews will follow the participants' direction of focus to understand the complexities of lived experience and elicit rich data from non-verbal cues and gestures.