Preliminary Results from a Literature Review of Neurodivergent STEM Learning and Performance

As more neurodivergent students enter college, it has become pertinent to engage in discussions on how to effectively teach neurodivergent students in an inclusive, equitable way. Neurodiversity research suggests that neurodivergent learners learn and perform STEM tasks non-normatively. We are in the process of conducting a literature review which synthesizes the literature on neurodivergent STEM undergraduate learning, focusing on how neurodivergent students navigate the STEM classroom. We will present preliminary results that outline current representations of neurodivergent learning and performance in the literature. Additionally, we will discuss insights gained about fostering an equitable and supportive postsecondary environment for neurodivergent students and identify areas where further research and development are needed.