Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, describes an answer to the question “What does neurodiversity look like?” It focuses on “look”, or visual, aspects of a project co-designing a virtual reality game.
Many neurodivergent students have strong problem-solving skills, which are often masked by EF struggles like organizing thoughts, breaking down problems, and persisting through challenges. By embedding EF scaffolds, INFACT materials create a more accessible and inclusive learning experience to let those talents shine.
This is the first blog post in a series of excerpts from Jodi Asbell Clarke’s book, Reaching and Teaching Neurodivergent Learners: Strategies for Embracing Uniquely Talented Problem Solvers. It introduces Caleb, an autistic 8th grade student.
High school student Sreenidi Bala shares her experiences actively encouraging inclusive education, including creating her platform Code for All Minds.
This is the first blog post in a series of excerpts from Jodi Asbell Clarke’s book, Reaching and Teaching Neurodivergent Learners: Strategies for Embracing Uniquely Talented Problem Solvers. It introduces Jodi’s experience meeting neurodivergent learners in Ms. Bradbury’s classroom.
Learn more about this opportunity to conduct an independent STEM education research project this summer with TERC! Each project will have a particular focus on fostering equity in STEM and STEM education and enhancing transformative social justice.
A mother’s perspective on supporting the executive function of her neurodiverse child using puzzles and board games.
Educators understand more and more these days that each student’s brain works a little bit differently.
Applying science to enhance learning based on cognitive load theory.
This post advocates for including neurodivergent students when teaching STEM education. Neurodiversity recognizes brain differences and emphasizes assets over deficits.