Unveiling Neurodiversity Representation in Collaborative Learning Literature

Abstract

As the conversation in the learning sciences shifts towards inclusive and equitable education, a growing social consciousness of neurodivergent thinking and its impacts on the classroom prompting inquiry into how neurodivergence in the classroom has been represented in literature. We sought to better understand the terminology that characterizes the representation of neurodiversity in research published in the International Journal of Computer-Supported Collaborative Learning since its inception in 2006 and the International Handbook of Computer-Supported Collaborative Learning.