Neurodivergent STEM Learning and Performance – Perspectives and Gaps in the Literature

Neurodivergent learners often identify with non-normative differences in learning and in performance of tasks. In fact, research indicates that neurotypical-normative classes and assessments disenfranchise neurodivergent learners as a result of their not being constructed with neurodivergent brains in mind. As a part of a larger study investigating the ways neurodivergent physics undergraduates learn and perform physics, we conducted a systematic literature review which examines neurodivergent STEM undergraduate learning and performance. In this talk, we introduce the literature review and discuss our findings, offering recommendations for both instructors and researchers.