#123: Neurodiversity in Computer-Supported Collaborative Learning: A Literature Review

Recent evidence has shown a significant prevalence of neurodivergence in the general population, suggesting that many learners, including students and research participants, are neurodivergent. This situation entails potential concerns for both research results interpretations and ethical considerations. In this context, we explored the intersection of neurodiversity and the CSCL through a review of its international journal and handbook, finding a minimal use of neurodiversity-related terminology, despite indirect references to neurodivergent traits. The study identified 58 publications with potential reference to the neurodivergent population by filtering key terms—such as equity, inclusion, and low ability—that align with neurodivergent experiences, though often without explicit acknowledgment. We conclude that there is a significant gap in explicit consideration of neurodivergent learners within CSCL scholarship and argue that the CSCL community may have inadvertently included neurodivergent participants.