Neurodivergent-affirmative teaching practices in the context of STEAM and beyond

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 2
  In Roundtable Session: Centering Neurodivergent Voices and Perspectives in Education

Abstract

This study explores the development and implementation of neurodiverse teaching practices in STEAM education. We conducted six teacher workshops introducing neurodiverse pedagogies centered around computational thinking (CT) in creative embodied activity while using wearable music technology. Middle school teachers participated in our hybrid workshops, co-designing and implementing CT mini-lessons that prioritized accessibility and creativity. Preliminary survey data revealed 50% of teachers adopted the curriculum, finding it more engaging (58%) than traditional curriculum, yet time-intensive (33%). Results highlight the potential of embodied technologies to support neurodivergent learners while underscoring the need for scaffolding such teaching practices for sustainability. The study advances inclusive STEAM education by centering neurodiversity, accessibility, and epistemic justice, urging future research on adaptive curricular design.

Authors

• Corey Reutlinger, Arizona State University

• Margarita Pivovarova, Arizona State University

• Mirka E. Koro, Arizona State University

• Seth Thorn, Arizona State University

• Anani M. Vasquez, Neurodiversity Education Research Center

• Robert Stenson, University of Jamestown

• Denise Ripps, Rethink Microschools