This report investigates research and design at the intersection of connected learning (CL), neurodiversity, and emerging technology through a literature review, assessment, and analysis of research articles in related fields. The paradigms of neurodiversity and connected learning offer compelling synergies that can guide novel and significant research and design. CL is learning that integrates personal interests, supportive relationships, and access to civic, career, or educational opportunity. Neurodiversity is a paradigm for understanding conditions diagnosed as autism, attention deficit hyperactivity disorder (ADHD), or dyslexia as expressions of natural human neurological diversity that offer assets as well as challenges, rather than pathologies to be fixed. It is also a political movement led by people who identify as neurodivergent, advocating for rights and social inclusion. Like the neurodiversity paradigm, connected learning is committed to honoring the diversity of human experiences, strengths, and needs. It is also a strengths-based approach that starts with a learner’s personal interests, culture, and identity and offers supportive relationships and access to civic, career, or educational opportunities. The purpose of this report is to identify areas of promise and gaps in integrating these two synergistic paradigms, with a focus on work that integrates emerging technology such as digital media, robotics, and AI.

Our analysis of the 27 articles that were aligned with connected learning enabled us to identify exemplary research and three research and design characteristics that exemplified the alignment between connected learning and neurodiversity:

  • 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.

We recognize that taking a more interdisciplinary, diversified, and holistic approach to supporting neurodivergent learners and technology design is challenging given the constraints of research timelines, funding, and collaborative capacity. We hope, however, that this report, which highlights the benefits and impact of research and development that does embrace these approaches, will help galvanize more sustained and diverse research and cross-pollination.

Written by: Annuska Zolyomi, Emani Hicks, Mimi Ito, Ubah Jeyte, and Sohyeon Park.