Academics are recognizing the challenges neurodivergent students face in STEM fields, particularly in communication and understanding unwritten social norms. While accommodations like extra exam time are common, the real hurdles often involve navigating professional expectations, such as emailing supervisors or negotiating authorship. Many students, regardless of neurodiversity, struggle with these implicit norms. Personal experiences from educators highlight the need for explicit training in professional behavior. For instance, a student sought advice on discussing her role in a research paper, and another, Dan Burger, found success in data analysis when supported in a way that embraced his strengths. These stories underscore the importance of creating inclusive environments that cater to diverse needs, ultimately benefiting a broader range of students.
QUESTION: How might changing the way research is taught to accommodate neurodivergent students impact the future of scientific innovation?
How AI can crack open the ‘hidden curriculum’ for neurodivergent students
