Investigating Neurodivergent Approaches to Physics: A Pilot Study of Neurodivergent Undergraduate Physics Performance

According to the National Science Foundation, as many as 20% of STEM undergraduate students may identify as disabled and/or neurodivergent. Research shows that neurodivergent students report performing physics tasks non-normatively, that is, in ways which are not supported by traditional pedagogy and assessment. Furthermore, neurodivergent students report negative feelings of recognition and belonging stemming from being unsupported by normative pedagogy. To date, no study exists which examines neurodivergent physics performance from neurodivergent students' standpoints. We present a pilot study as a part of a larger investigation into the ways neurodivergent physics undergraduates perform physics tasks through think-aloud interviews. We present results of the physics performance of two undergraduate physics majors, one neurodivergent and one neurotypical. By investigating neurodivergent physics undergraduate's performance, we can lay the groundwork for creating innovative, inclusive, and equitable physics curricula for future use.