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Cited by 8Disability Rights and RepresentationDigital Accessibility for DisabilitiesInnovative Human-Technology Interaction

Who Puts the "Social" in "Social Computing"?: Using A Neurodiversity Framing to Review Social Computing Research

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Baillargeon, Philip, Yoon, Jina, Zhang, Amy·2025·Proceedings of the ACM on Human-Computer Interaction
DOI 10.1145/3711106
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Abstract

Human-Computer Interaction (HCI) and Computer Supported Collaborative Work (CSCW) have a longstanding tradition of interrogating the values that underlie systems in order to create novel and accessible experiences. In this work, we use a neurodiversity framing to examine how people with ways of thinking, speaking, and being that differ from normative assumptions are perceived by researchers seeking to study and design social computing systems for neurodivergent people. From a critical analysis of 84 publications systematically gathered across a decade of social computing research, we determine that research into social computing with neurodiverse participants is largely medicalized, adheres to historical stereotypes of neurodivergent children and their families, and is insensitive to the wide spectrum of neurodivergent people that are potential users of social technologies. When social computing systems designed for neurodivergent people rely upon a conception of disability that restricts expression for the sake of preserving existing norms surrounding social experience, the result is often simplistic and restrictive systems that prevent users from "being social" in a way that feels natural and enjoyable. We argue that a neurodiversity perspective informed by critical disability theory allows us to engage with alternative forms of sociality as meaningful and desirable rather than a deficit to be compensated for. We conclude by identifying opportunities for researchers to collaborate with neurodivergent users and their communities, including the creation of spectrum-conscious social systems and the embedding of double empathy into systems for more equitable design.

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  • The perspectives and needs of neurodivergent people receive less sustained attention in discourse and practice than physical disabilities and technical standards.

    “Discourse and practice often focus on physical disabilities and compliance with technical standards, while the perspectives and needs of neurodivergent people receive less sustained attention [1, 28, 40].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [1]

    The RQ2 discussion says medical framings can neglect neurodivergent people's needs in favor of enforcing normative behaviors, and §2.5 describes limited involvement of neurodivergent people in early design. These passages support the concern about insufficient attention to their needs and perspectives, but the paper does not establish the claimed comparison with attention to physical disabilities or compliance with technical standards. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Systematic studies that explicitly integrate the voices and perspectives of neurodivergent people and multi-perspective evaluations are still rare.

    “Despite these positive findings, important research gaps remain: systematic studies that explicitly integrate the voices and perspectives of neurodivergent people and multi-perspective evaluations are still rare [1, 6, 26, 40].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [1]

    Section 4.4, “Participation and Choice (RQ3)” (page unavailable), finds that only 13% of papers in the reviewed corpus involved neurodivergent people throughout requirements, design, and evaluation; 56% involved them only in evaluation. This supports a gap in integrating their perspectives throughout research, but the paper does not establish that multi-perspective evaluations are rare. Its findings are also limited to its reviewed social-computing corpus, rather than systematic studies generally. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • In much existing provision, neurodivergent students are positioned primarily as recipients of accommodations instead of equal partners in shaping technology and pedagogy.

    “In much existing provision, neurodivergent students are positioned primarily as recipients of accommodations instead of equal partners in shaping technology and pedagogy [1, 16, 40].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [1]

    Section 4.4, “Participation and Choice (RQ3)” (page not available), reports that neurodivergent people in social-computing research were usually involved only in evaluating technology, not in shaping its requirements or design. That supports the claim about limited partnership in technology design, but the paper’s finding concerns neurodivergent participants generally; it does not establish the claim about students receiving accommodations or shaping pedagogy. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • 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 [1]

    In §5.5, the paper says support-center technologies may not be maintained unless they fit regulatory requirements, and that members’ experiences depend heavily on staff capacity. In “Participants do not spawn at a research site,” it recommends shared maintenance and long-term collaborations to keep systems working after a project ends. These passages support the concern about contingent, unsustainable participation in neurodivergent social-computing research, but not a general claim that program-level alignment and institutional supports are needed for participation across academia. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • True participatory co-creation is still rarely realized in practice; many institutional initiatives remain reactive or evaluative rather than proactively co-creative.

    “However, as Baillargeon et al. [1] and Borsotti et al. [4] note, true participatory co-creation—consistent with the disability-rights principle 'Nothing about us without us' [5], is still rarely realized in practice; many institutional initiatives remain reactive or evaluative rather than proactively co-creative [3, 27, 40].”

    From Teaching Participatory Inclusive IT Design with a Neurodiversity Lens in Computing Education (2025) · cites this paper as [1]

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Authors
Baillargeon, P., Yoon, J., & Zhang, A.
Affiliations
  • Stanford University (US)
  • University of Washington (US)
ORCID
Venue
Proceedings of the ACM on Human-Computer Interaction
Publisher
Association for Computing Machinery (ACM)
Published
2025-05-02
Volume
9
Issue
2
Pages
1-44
ISSN
2573-0142 (ISSN-L)
DOI
10.1145/3711106
OpenAlex
W4410536928
Cited by
8
References
142
Citations by year
2026: 6 · 2025: 2
FWCI
8.36
Type
journal article
Language
en
Open access
Licence
www.acm.org/publications/policies/copyright_policy#Background (vor)
Locations
  • Proceedings of the ACM on Human-Computer Interaction (publishedVersion)
  • arXiv (Cornell University) (submittedVersion, cc-by-sa)
  • arXiv (Cornell University)
Funders
  • National Science Foundation (2236618, CAREER)
  • University of Washington
Topics
  • Social Sciences › Safety Research › Disability Rights and Representation
  • Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
  • Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
Keywords
neurodiversity, social computing, neurodivergent people, critical disability theory, medicalization of disability, deficit model of disability, sociality, user participation, accessibility, social technology

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