Rethinking Access to Introductory Chemistry in Higher Education: Elevating Neurodivergent Voices

• In Event: Rethinking Ability and Assessment – From Accommodation to Affirmation

Abstract

This university-level interdisciplinary study used a mixed-methods design - surveying 671 students and conducting focus groups - to examine the experiences of neurodivergent learners in face-to-face introductory chemistry courses. The research team included chemistry faculty, neurodivergent scholars, and experts in education, student support, and Universal Design for Learning. Of those students surveyed, 11.8% identified as neurodivergent, 35.2% as neurotypical, 49.0% were unsure, and 4.0% preferred not to respond. Students recommended flexible pacing, alternative assessments, and clearer study guides. Centering student voice to advance ability justice, this study highlights ways to improve accessibility, increase learner choice, and support success in chemistry courses at both institutional and national levels.

Authors

• Leslie Ann Rogers, Montana State University

• Jennifer DuBois, Montana State University

• Jacqueline Frank, Montana State University

• Mosey Hardin, Montana State University

• Yu Jiang, Montana State University

• Meredith Knowles, Montana State University

• Nadezhda Modyanova, Montana State University

• Victoria Ng, Montana State University

• Marcie Reuer, Montana State University

• Molly Schmitt, Montana State University