BOARD # 70: Instructor Practices for Supporting Neurodivergent Students in Undergraduate Computer Science Courses: Neurodivergent Faculty and Student Perspectives

Neurodivergent student needs often differ from neurotypical students in Computer Science programs, resulting in higher attrition rates. To combat this, we must understand how different teaching practices impact these students’ learning. In this exploratory study, we use an interpretive phenomenological inquiry approach to explore neurodivergent student (n=3) and neurodivergent instructor (n=2) perspectives through interviews and focus groups throughout a semester to understand their experiences with and recommendations for inclusive practices. Our findings demonstrate that a combination of practices is required to support these students.