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Employing Disability Simulations and Virtual Reality Technology to Foster Cognitive and Affective Empathy Towards Individuals With Disabilities

Employing Disability Simulations and Virtual Reality Technology to Foster Cognitive and Affective Empathy Towards Individuals With Disabilities

Nava R. Silton, Edrex Fontanilla, Marisa Femia, Kathryn Rouse
Copyright: © 2019 |Pages: 17
ISBN13: 9781522559184|ISBN10: 1522559183|ISBN13 Softcover: 9781522588399|EISBN13: 9781522559191
DOI: 10.4018/978-1-5225-5918-4.ch010
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MLA

Silton, Nava R., et al. "Employing Disability Simulations and Virtual Reality Technology to Foster Cognitive and Affective Empathy Towards Individuals With Disabilities." Scientific Concepts Behind Happiness, Kindness, and Empathy in Contemporary Society, edited by Nava R. Silton, IGI Global, 2019, pp. 191-207. https://doi.org/10.4018/978-1-5225-5918-4.ch010

APA

Silton, N. R., Fontanilla, E., Femia, M., & Rouse, K. (2019). Employing Disability Simulations and Virtual Reality Technology to Foster Cognitive and Affective Empathy Towards Individuals With Disabilities. In N. Silton (Ed.), Scientific Concepts Behind Happiness, Kindness, and Empathy in Contemporary Society (pp. 191-207). IGI Global. https://doi.org/10.4018/978-1-5225-5918-4.ch010

Chicago

Silton, Nava R., et al. "Employing Disability Simulations and Virtual Reality Technology to Foster Cognitive and Affective Empathy Towards Individuals With Disabilities." In Scientific Concepts Behind Happiness, Kindness, and Empathy in Contemporary Society, edited by Nava R. Silton, 191-207. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5918-4.ch010

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Abstract

The chapter will begin by defining empathy and theory of mind (ToM), key constructs for showcasing the importance of simulations and immersive experiences to help typical children better understand the lived experiences of individuals with disabilities. The authors will delineate strengths and limitations associated with Autism, ADHD, Visual, Hearing and Physical Impairment. Next, the chapter will introduce Affect/Effort Theory to demonstrate how formulating positive expectancies of individuals with disabilities will be critical to interest typical children in their peers with disabilities. Moreover, the chapter will highlight the strengths, limitations and best practices for optimizing VRT and disability simulations to enhance typical children's knowledge, intentions and attitudes towards peers with disabilities. Finally, the authors will share qualitative data from a pilot disability simulation of eight children in third through sixth grade from a Camp in Liberty, NY. The results will be discussed in light of future possibilities for effective VRT-based disability simulations.

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