Irvine, Brian; (2023) Do-able double empathy probings - Specialist (Autism) Mentoring at University. Presented at: The Double Empathy Problem in Higher Education, Portsmouth, UK.

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Abstract

Universities in the UK have seen a remarkable increase in the number of autistic students. These students can receive funded Specialist (Autism) Mentoring to “remove barriers to learning”. Prior research recounts barriers, challenges, and cultures of success that autistic students encounter but little on the transformative journey of Higher Education. A guided diary format was developed from questions posed by mentees as autistic hypothesisers. 28 mentors, of whom 8 themselves were autistic, kept diaries over the academic year 2020/21. Adding to themes of prior research, a process of framing and reframing emerged as a key pillar of mentoring autistic students through diagnostic framing, prognostic framing, and motivational framing. The addition of a motivational aspect positions Specialist (Autism) Mentoring akin to the frame alignment of social movements. This lays out the context in which a negotiation of salience can occur in the backstage of our Higher Education Institutions. Perhaps in these very do-able discussions there can be some wisdom found on both sides as the double empathy problem is unpicked together.

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