I’m delighted to share a new report that offers insights and recommendations about integrating neurodiversity-informed approaches in the design of connected learning programs and emerging technology – Integrating Connected Learning, Neurodiversity, and Emerging Technology: An Intersectional Analysis of HCI, Education, and Disability Research. The paradigm of neurodiversity, largely attributed to autistic advocate Judy Singer, argues for a holistic understanding of people who are neurodivergent, including those with autism, attention difficulties, dyslexia, and other conditions. Like connected learning, it rests on a recognition of structural inequality, and is centered on commitments to equity that honor the diversity, human experiences, strengths, and needs. Despite these shared values, research and design models at the intersection of connected learning and neurodiversity are still relatively limited. Drawing from a multi-staged literature review and analysis, this report investigates work at this nexus.
We conducted a review of academic research at the intersection of connected learning, neurodiversity, and emerging technologies, such as artificial intelligence (AI) and digital media. Our goal was to identify research trends at this intersection and highlight exemplary research that thoughtfully addressed issues of learner agency, equity, social and cultural awareness, and designing technology in ways that centered neurodivergent learners.
In the report, readers will find a summary of a set of 27 articles that integrated connected learning and neurodiversity approaches in the design and use of emerging technology. It also offers a deeper look at exemplary research, which offers models for research goals, approaches, collaborations, and promising uses of technology. We identify three research and design characteristics to consider when creating, researching, and designing technology for inclusive learning spaces:
- Tailored: Centering on unique neurodivergent experiences by investigating the preferences of autistic individuals and championing these approaches in novel ways, moving away from one-size-fits-all approaches and designs.
- Empowering: Giving agency and supporting autonomy by tailoring to neurodivergent learners’ strengths and needs, giving them a voice in decisions that are made, engaging them as producers of knowledge and innovation, or offering freedom to choose how to engage in an activity.
- Situated: Embedded in authentic social and cultural contexts by affirming and supporting the social, cultural, and communication preferences, goals, and needs of neurodivergent individuals.
Based on these findings, we offer the following recommendations:
- Greater cross-pollination between research communities embracing neurodiversity, connected learning, and emerging technology would augment and amplify the power of these fields.
- Diversifying settings and populations that researchers engage with would build on the strengths of connected learning and neurodiversity aligned approaches. The overwhelming focus on autistic learners in formal educational and clinical settings is a missed opportunity for addressing some of the most promising arenas for learning, such as online communities.
- Sustained engagement with communities and approaches would build stronger understanding, evidence, and impact of connected learning and neurodiversity inclusive approaches.
We hope this report sparks ideas, dialogue, and collaborations towards more sustained and interdisciplinary research and understanding of neurodivergent-affirming, connected learning.
Post by Annuska Zolyomi, University of Washington Bothell
Report co-authors (in alphabetical order): Emani Hicks, Mimi Ito, Ubah Jeyte, and Sohyeon Park
