Presentation Schedule
Using Simulation Technology to Facilitate Occupational Therapy Students Learning Self-advocacy in Neurodivergent Individuals: A Participatory Approach to Occupational Justice (105641)
Session Chair: Mohammed Alhammad
Saturday, 11 July 2026 10:45
Session: Session 2
Room: UCL Torrington, B09 (Basement Floor)
Presentation Type:Oral Presentation
Introduction
Simulation technology is increasingly used in healthcare education to prepare students to support individuals with diverse needs. Autistic individuals are particularly susceptible to social anxiety in social situations. Despite challenges in communication and forming relationships, they hold participation rights and an interest in social connection. This study aimed to identify the occupational and participation needs of autistic individuals and develop strategies using a rights-based approach.
Method
A participatory approach explored occupational needs related to social anxiety and generated strategies to promote participation. Forty-two occupational therapy students, both neurotypical and neurodivergent, engaged in an immersive virtual reality simulation featuring a 360-degree first-person video of a neurodivergent young adult experiencing social anxiety at a party. Participants collaborated to discuss occupational rights and formulate strategies, documenting outcomes on posters.
Results
Content analysis revealed that social anxiety and participation were influenced by sensory processing differences, personal preferences, and limited understanding of neurotypical communication codes. Occupational injustice often occurred subtly, with neurodivergent needs overlooked. Strategies emphasized person-centred approaches, capacity building within neurodivergent groups, and interpreting engagement from a neurodivergent perspective.
Discussion & Conclusion
Occupational deprivation often arises from the interplay of environmental constraints and personal characteristics. Addressing this requires systemic efforts to create inclusive environments supported by resources and social structures. Embedding principles of inclusion and equity into education can prepare future professionals to recognize and address systemic barriers, ensuring graduates develop both personal competencies and advocacy skills to promote equitable participation.
Authors:
Eva Yin-han Chung, Swansea University, United Kingdom
About the Presenter(s)
Dr Eva Yin-han Chung is a University Associate Professor/Senior Lecturer at Swansea University in United Kingdom
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