| Authors/Creators: |
- Pearson, A.
- Surtees, A.
- Crompton, C.J.
- Goodall, C.
- Pillai, D.
- Sedgewick, F.
- Au-Yeung, S.K.
|
| Copyright, Publisher and Additional Information: |
© 2022 Pearson, Surtees, Crompton,
Goodall, Pillai, Sedgewick and
Au-Yeung. This is an open-access
article distributed under the terms of
the Creative Commons Attribution
License (CC BY). The use, distribution
or reproduction in other forums is
permitted, provided the original
author(s) and the copyright owner(s)
are credited and that the original
publication in this journal is cited, in
accordance with accepted academic
practice. No use, distribution or
reproduction is permitted which does
not comply with these terms.
(https://creativecommons.org/licenses/by/4.0/) |
| Keywords: |
mental health; epistemic (in)justice; autism; education; participatory design; double empathy theory |
| Dates: |
- Accepted: 14 September 2022
- Published (online): 27 September 2022
- Published: 27 September 2022
|
| Institution: |
The University of Sheffield |
| Academic Units: |
The University of Sheffield > Faculty of Science (Sheffield) > Department of Psychology (Sheffield) |
| Depositing User: |
Symplectic Sheffield |
| Date Deposited: |
20 Oct 2022 14:37 |
| Last Modified: |
20 Oct 2022 14:37 |
| Status: |
Published |
| Publisher: |
Frontiers Media SA |
| Refereed: |
Yes |
| Identification Number: |
https://doi.org/10.3389/fpsyg.2022.1040446 |
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)