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Cited by 6Disability Education and EmploymentDigital Accessibility for DisabilitiesDisability Rights and Representation

Designing for Neurodiversity in Academia: Addressing Challenges and Opportunities in Human-Computer Interaction

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Tcherdakoff, Nathalie Alexandra Penglin, Stangroome, Grace Jane, Milton, Ashlee, Holloway, Catherine, Cecchinato, Marta E., Nonnis, Antonella, Eagle, Tessa, Al Thani, Dena +2 more·2025·Proceedings of the Extended Abstracts of the CHI Conference on Human Factors in Computing Systems
DOI 10.1145/3706599.3716288
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Abstract

Academia is primarily structured around neurotypical norms, posing significant challenges for neurodivergent academics, who often face additional barriers that hinder their success. This Special Interest Group (SIG) examines the experiences of neurodiverse researchers in Human-Computer Interaction and explores how HCI can contribute to more inclusive academic environments. By bringing together HCI researchers, neurodiverse academics, and allies, this SIG aims to develop strategies for a more neurodivergent-inclusive, affirming, and supportive academic landscape. Since enhanced well-being can boost productivity, addressing these challenges may unlock greater research output and contributions, particularly by harnessing the talent and creativity of neurodivergent individuals. We will focus on challenges faced across career stages and roles (from students to senior academics, research to teaching staff), and explore the role of technology in academia — assessing how it alleviates and exacerbates barriers. Additionally, we aim to critically examine how policies and governance within the HCI community impact neurodiversity inclusion.

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Crossref · 10.1145/3706599.3716288

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  • Program-level alignment and institutional supports are needed to make participation less contingent and more sustainable.

    “Program-level alignment and institutional supports are likewise needed to make participation less contingent and more sustainable, echoing fieldlevel agendas for neurodiversity in academia [1, 4, 16, 37].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [37]

    The passages from our indexed copy contain bibliographic metadata (including the title in the unlabelled passage), but no substantive discussion of institutional supports or sustainable participation. Searches for program-level alignment and institutional support found no passage addressing the claim. (LLM, conf=0.72)

    Experimental — accuracy not yet measured

  • The results primarily speak to learner knowledge and collaborative practice, not downstream institutional or platform change.

    “Our results primarily speak to the first step of this pathway, learner knowledge and collaborative practice, rather than downstream institutional or platform change; accordingly, we frame curriculum embedding as a necessary but not sufficient condition, to be complemented by policy, resourcing, and platform-level constraints [4, 10, 16, 19, 21, 30, 37].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [37]

    The passages labeled Abstract contain repository and citation metadata, not findings about learner knowledge or collaborative practice. Searches for those terms and for institutional or platform change returned no substantive passage addressing the claim. The sentence also describes the citing authors’ own results, rather than clearly attributing that result to this source. (LLM, conf=0.72)

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  • Curriculum embedding is a necessary but not sufficient condition, to be complemented by policy, resourcing, and platform-level constraints.

    “Our results primarily speak to the first step of this pathway, learner knowledge and collaborative practice, rather than downstream institutional or platform change; accordingly, we frame curriculum embedding as a necessary but not sufficient condition, to be complemented by policy, resourcing, and platform-level constraints [4, 10, 16, 19, 21, 30, 37].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [37]

    The available indexed passages contain bibliographic and access information, not the paper's discussion. Searches for curriculum embedding, policy, resourcing, and platform-level constraints found no passage addressing whether curriculum embedding is necessary but insufficient. (LLM, conf=0.72)

    Experimental — accuracy not yet measured

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Authors
Tcherdakoff, N. A. P., Stangroome, G. J., Milton, A., Holloway, C., Cecchinato, M. E., Nonnis, A., Eagle, T., Al Thani, D., Hong, H., & Williams, R. M.
Affiliations
  • University of Bristol (GB)
  • University of Minnesota (US)
  • University College London (GB)
  • Northumbria University (GB)
  • Queen Mary University of London (GB)
  • University of California, Santa Cruz (US)
  • Computer Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar
  • Korea Advanced Institute of Science and Technology (KR)
  • Computer Graphics and Technology, Purdue University, West Lafayette, Indiana, USA
ORCID
Venue
Proceedings of the Extended Abstracts of the CHI Conference on Human Factors in Computing Systems
Publisher
ACM
Published
2025-04-25
Pages
1-5
DOI
10.1145/3706599.3716288
OpenAlex
W4409720013
Cited by
6
References
60
Citations by year
2026: 5 · 2025: 1
FWCI
6.17
Type
conference paper
Language
en
Open access
Licence
Locations
  • CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) (publishedVersion)
  • University of the Arts London Research Online (University of the Arts London) (acceptedVersion)
  • Bristol Research (University of Bristol) (submittedVersion, cc-by)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
  • Social Sciences › Safety Research › Disability Rights and Representation
Keywords
neurodiversity, human-computer interaction, accessibility in higher education, academic career stages

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