Online Learning & Neurodiversity

 Benefit: Online learning allows neurodivergent learners to study at their own pace, review materials multiple times, and manage their workload around their sensory or cognitive needs.

Evidence:

• According to a study by Cooper et al. (2021), self-paced learning environments reduce cognitive overload and allow learners with ADHD or ASD to engage more effectively with content, leading to better academic outcomes.
   
• A systematic review by Francis et al. (2019) found that students with learning difficulties benefit from the asynchronous nature of online learning, which lets them process information without time pressure.

 Benefit: Traditional classrooms can be overwhelming due to noise, lighting, and social stimuli. Online learning allows students to choose their environment, reducing sensory overstimulation.

Evidence:

• Ashburner et al. (2010) found that sensory processing issues in students with autism were a major barrier in classroom settings. The ability to control their sensory environment online can improve concentration and reduce anxiety.
   
• Simons et al. (2020) reported that home-based learning environments are often better suited to students with sensory sensitivities

 Benefit: Online platforms can integrate assistive technologies such as screen readers, voice-to-text software, and customized fonts (e.g., dyslexia-friendly fonts), enhancing accessibility.

Evidence:

• Al-Azawei et al. (2017) demonstrated that inclusive design in online learning platforms increases motivation and performance among students with learning disabilities.
   
• Edyburn (2013) emphasized the value of universal design for learning (UDL) in digital education, offering flexible content presentation and assessment formats that benefit neurodivergent students

 Benefit: Neurodivergent students often experience stress from social interactions in traditional classrooms. Online environments provide alternative communication tools (e.g., chat, email, discussion boards) that allow more control over interactions.

Evidence:

• A study by Davidson and Henderson (2010) found that autistic students experienced less anxiety and better engagement when using digital platforms for communication.
   
• Gillespie-Lynch et al. (2017) reported that online environments helped autistic students develop self-advocacy skills and feel more empowered in discussions.

 Benefit: Online learning platforms can help with focus and executive functioning challenges by offering structured modules, to-do lists, and minimal distractions compared to chaotic classroom settings.

Evidence:

• Parsons et al. (2017) showed that well-designed online interfaces support executive function regulation in learners with ADHD.
   
• Research from the National Center on Accessible Educational Materials supports the idea that digital learning environments can scaffold organizational skills.

• Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2017). Universal Design for Learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 17(3), 56–74. https://doi.org/10.14434/josotl.v17i3.22102
• Ashburner, J., Ziviani, J., & Rodger, S. (2010). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 4(1), 18–27. https://doi.org/10.1016/j.rasd.2009.07.002
• Cooper, K., et al. (2021). Online learning and neurodiversity: A qualitative study of experiences and adaptations. Computers & Education, 164, 104145. https://doi.org/10.1016/j.compedu.2021.104145
• Davidson, J., & Henderson, V. L. (2010). “Coming out” on the spectrum: Autism, identity and disclosure. Social & Cultural Geography, 11(2), 155–170. https://doi.org/10.1080/14649360903525240 
• Edyburn, D. L. (2013). Critical Issues in Advancing the Special Education Technology Evidence Base. Exceptional Children, 80(1), 7–24. https://doi.org/10.1177/001440291308000101
• Francis, R., et al. (2019). The effectiveness of e-learning for students with specific learning difficulties: A systematic review. British Journal of Educational Technology, 50(3), 1033–1048. https://doi.org/10.1111/bjet.12634
• Gillespie-Lynch, K., et al. (2017). Whose expertise is it? Evidence for autistic adults as critical autism experts. Frontiers in Psychology, 8, 438. https://doi.org/10.3389/fpsyg.2017.00438 
• National Center on AEM. (n.d.). Why Accessibility Matters. CAST. https://aem.cast.org 
• Parsons, S., Guldberg, K., Porayska-Pomsta, K., & Lee, R. (2017). Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism. International Journal of Research & Method in Education, 40(3), 295–312. https://doi.org/10.1080/1743727X.2015.1097858 
• Simons, L., et al. (2020). Exploring the benefits and limitations of online learning for autistic university students. Advances in Autism, 6(3), 189–199. https://doi.org/10.1108/AIA-10-2019-0046