{"id":558,"date":"2023-04-06T22:26:59","date_gmt":"2023-04-06T22:26:59","guid":{"rendered":"https:\/\/www.terc.edu\/ndinstem\/?page_id=558"},"modified":"2025-03-11T14:56:49","modified_gmt":"2025-03-11T14:56:49","slug":"blog","status":"publish","type":"page","link":"https:\/\/www.terc.edu\/ndinstem\/blog\/","title":{"rendered":"Blog"},"content":{"rendered":"\n

The people behind ND in STEM<\/strong> – researchers, educators, caregivers, students, and other community members – are exploring the intersection of neurodiversity and STEM. Contributors to this collection share information to inspire inclusion, stories to demonstrate lived experience, and research to educate and inform the field.<\/p>\n\n\n\n

Comments and reactions welcome at ndinstem@terc.edu<\/a>.<\/p>\n\n\n\n

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\"Renee<\/div>
Renee – Creating a World of Cats<\/a>

This is the fifth blog post in a series of excerpts from Jodi Asbell-Clarke\u2019s book, Reaching and Teaching Neurodivergent Learners: Strategies for Embracing Uniquely Talented Problem Solvers. It introduces Renee, a cat enthusiast who used Scratch to share her imagination.<\/p><\/div><\/div>


<\/div>
\"Eli<\/div>
Eli – Giving New Life to an Old Computer<\/a>

This is the sixth blog post in a series of excerpts from Jodi Asbell-Clarke\u2019s book, Reaching and Teaching Neurodivergent Learners: Strategies for Embracing Uniquely Talented Problem Solvers. It introduces Eli, <\/p><\/div><\/div>


<\/div>
\"Dennis<\/div>
Dennis – Journey to Programming<\/a>

This is the fourth blog post in a series of excerpts from Jodi Asbell-Clarke\u2019s book, Reaching and Teaching Neurodivergent Learners: Strategies for Embracing Uniquely Talented Problem Solvers. It introduces Dennis, .<\/p><\/div><\/div>


<\/div>
\"The<\/div>
The Science-based Science Fiction of Europa Prime<\/a>

Teon Edwards explains a tool that helps learners explore what's science and what's science fiction in the VR experience Europa Prime.<\/p><\/div><\/div>


<\/div>
\"Design<\/div>
Design by, with, and for Neurodivergent Learners: Part 8 \u2014 Anatomy of Activities<\/a>

 » Read more<\/a><\/p><\/div><\/div>


<\/div>
\"Design<\/div>
Design by, with, and for Neurodivergent Learners: Part 7 \u2014 Word Cards<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, considers the use of specialized terms in STEM learning.<\/p><\/div><\/div>


<\/div>
\"Design<\/div>
Design by, with, and for Neurodivergent Learners: Part 6 \u2014 Red Alert<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, considers how to integrate a \"red alert\" into a VR experience for players with sensory sensitivities.<\/p><\/div><\/div>


<\/div>
\"Design<\/div>
Design by, with, and for Neurodivergent Learners: Part 5 \u2014 Brightness Controls<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, considers controlling VR game features to make the experience more comfortable.<\/p><\/div><\/div>


<\/div>
\"Design<\/div>
Design by, with, and for Neurodivergent Learners: Part 4 \u2014 Zoombinis Allergic Cliffs Expression Scaffold<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, describes encouraging metacognition in the game Zoombinis.<\/p><\/div><\/div>


<\/div>
\"Design<\/div>
Design by, with, and for Neurodivergent Learners: Part 3 \u2014 Zoombinis Allergic Cliffs Flashlight Scaffold<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, shares how a game tool provided a scaffold for success.<\/p><\/div><\/div>


<\/div>
\"Design<\/div>
Design by, with, and for Neurodivergent Learners: Part 2 \u2014 Computational Thinking Posters<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, explains the thoughtful design of educational posters.<\/p><\/div><\/div>


<\/div>
\"Design<\/div>
Design by, with, and for Neurodivergent Learners: Part 1 \u2014 Introduction<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, introduces herself and her blog series, \"Design By, With, and For Neurodivergent Learners.\"<\/p><\/div><\/div>


<\/div>
\"Politeness<\/div>
Politeness Matters\u00a0<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, considers why politeness matters in communication.<\/p><\/div><\/div>


<\/div>
\"Sara<\/div>
Sara – A Journey to Genius<\/a>

This is the third blog post in a series of excerpts from Jodi Asbell-Clarke\u2019s book, Reaching and Teaching Neurodivergent Learners: Strategies for Embracing Uniquely Talented Problem Solvers. It introduces Dr. Sara Seager, neurodivergent MIT professor.<\/p><\/div><\/div>


<\/div>
\"Part<\/div>
Part 2: Applying the Science to Enhance Activation<\/a>

Developer Tara Robillard shares strategies to support learners with who are challenged to \u201cactivate.\u201d<\/p><\/div><\/div>


<\/div>
\"Part<\/div>
Part 1: Ready, Set, Activate! Organizing, Prioritizing, and Activating Learning<\/a>

In this first of two blogs, developer Tara Robillard breaks down the brain science behind the executive function (EF) challenge of \u201cactivation.\u201d <\/p><\/div><\/div>


<\/div>
\"Part<\/div>
Part of the Team: Perspective of a NeuroVivid Co-Designer<\/a>

In this blog post, NeuroVivid co-designer Nick Bruzzese shares about his experience collaborating with the AV巴士 team.<\/p><\/div><\/div>


<\/div>
\"What<\/div>
What Does Neurodiversity Look Like? One Project\u2019s Answer<\/a>

Teon Edwards, PI of Broadening Participation in Informal STEM Learning for Autistic Learners and Others through Virtual Reality, describes an answer to the question \u201cWhat does neurodiversity look like?\u201d It focuses on \u201clook\u201d, or visual, aspects of a project co-designing a virtual reality game.<\/p><\/div><\/div>


<\/div>
\"A<\/div>
A Little EF Support Can Go a Long Way<\/a>

Many neurodivergent students have strong problem-solving skills, which are often masked by EF struggles like organizing thoughts, breaking down problems, and persisting through challenges. By embedding EF scaffolds, INFACT materials create a more accessible and inclusive learning experience to let those talents shine.<\/p><\/div><\/div>


<\/div>
\"The<\/div>
The Puzzle is Coming Together<\/a>

This blog post from parent and ND in STEM team member Kelly Paulson explores how we can, and should, include people with intellectual disabilities in STEM career fields.<\/p><\/div><\/div>


<\/div>
\"Caleb’s<\/div>
Caleb’s Story<\/a>

This is the second blog post in a series of excerpts from Jodi Asbell-Clarke's book, Reaching and Teaching Neurodivergent Learners: Strategies for Embracing Uniquely Talented Problem Solvers. It introduces Caleb, an autistic 8th grade student.<\/p><\/div><\/div>


<\/div>
\"Advocating<\/div>
Advocating for Inclusive STEM Education<\/a>

High school student Sreenidi Bala shares her experiences actively encouraging inclusive education, including creating her platform Code for All Minds.<\/p><\/div><\/div>


<\/div>
\"Equipping<\/div>
Equipping Neurodivergent Students for Success<\/a>

A letter from the parent of neurodivergent students whose school embraced their learning differences and encouraged them to succeed.<\/p><\/div><\/div>


<\/div>
\"Ms.<\/div>
Ms. Bradbury’s Classroom<\/a>

This is the first blog post in a series of excerpts from Jodi Asbell Clarke's book, Reaching and Teaching Neurodivergent Learners: Strategies for Embracing Uniquely Talented Problem Solvers. It introduces Jodi's experience meeting neurodivergent learners in Ms. Bradbury's classroom.<\/p><\/div><\/div>


<\/div>
\"AV巴士<\/div>
AV巴士 Undergrad Internship Opportunity<\/a>

Learn more about this opportunity to conduct an independent STEM education research project this summer with AV巴士! Each project will have a particular focus on fostering equity in STEM and STEM education and enhancing transformative social justice.<\/p><\/div><\/div>


<\/div>
\"INFACT<\/div>
INFACT Materials for Families<\/a>

Links for families to download INFACT's Barrier Game and Jigsaw Puzzles activity.<\/p><\/div><\/div>


<\/div>
\"Neurodiversity<\/div>
Neurodiversity in the STEM Workforce<\/a>

A quick introduction to the benefits of neurodiversity in the STEM workforce, including hiring practices and stigmas faced by job seekers.\u00a0<\/p><\/div><\/div>


<\/div>
\"Pieces<\/div>
Pieces and Puzzles<\/a>

A mother's perspective on supporting the executive function of her neurodiverse child using puzzles and board games.<\/p><\/div><\/div>


<\/div>
\"Computational<\/div>
Computational Thinking and Executive Function: Where Neurodiversity Shines<\/a>

Educators understand more and more these days that each student\u2019s brain works a little bit differently.<\/p><\/div><\/div>


<\/div>
\"Considering<\/div>
Considering Cognitive Load in Computational Thinking Teaching and Learning<\/a>

Applying science to enhance learning based on cognitive load theory.<\/p><\/div><\/div>


<\/div>
\"Why<\/div>
Why Neurodiversity in STEM?<\/a>

This post advocates for including neurodivergent students when teaching STEM education. Neurodiversity recognizes brain differences and emphasizes assets over deficits.<\/p><\/div><\/div>


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