Neuroinclusive Pedagogy – Results from a Systematic Literature Review

Neurodivergent students learn and perform STEM in ways which traditional pedagogical best-practices push to the margins. As more neurodivergent students enter college, it is critical that we, as instructors, interrogate and adapt the ways that we teach, construct curricula, and empower all students. We cannot, however, construct neuroinclusive pedagogies without first having a picture of how neurodivergent students learn and perform the subjects we teach. To that end, we have conducted a systematic literature review of over 2,000 dissertations, theses, peer-reviewed journal articles, and conference proceedings which examine neurodivergent undergraduate learning/performance in STEM. In this presentation, we report on the findings of this literature review; describing the representation of neurodivergent undergraduates, gaps within the literature, critiques of the literature, and discuss implications for pedagogical praxis. Additionally, we solicit comments from the audience for ways in which we can use this research to benefit physics educators.