This research is grounded in the intersecting perspectives of the neurodiversity paradigm, the broader critical disability studies paradigm and the Universal Design for Learning (UDL) framework. It positions neurodivergence as a natural and valuable form of human diversity rather than a deficit, drawing on the social model of disability to challenge exclusionary practices. The study applies UDL’s principles of engagement, representation, and action and expression as both analytical and practical tools for understanding how digital technologies can foster inclusion.
The framework is informed by strengths-based and participatory approaches, embedding the lived experiences of neurodivergent researchers, teachers, and students as central to knowledge creation. The team’s neurodiverse composition reflects this epistemological stance, combining critical disability studies, inclusive education theory, and design thinking methodologies to explore how learning environments can be co-created with, rather than for, neurodivergent learners. This perspective enables a shift from intervention-focused models to research that emphasises agency, collaboration, and belonging through technology-enabled inclusive education.
This research used a two-phase, mixed-methods design combining a rapid literature review with qualitative case studies across six Australian schools. The first phase involved a rapid review of studies published in the last decade, synthesising global evidence on how neurodivergent students use technology in inclusive classrooms. The rapid literature review employed a mixed-methods approach incorporating both qualitative and quantitative analyses. The researchers conducted a thematic analysis guided by Braun and Clarke’s framework to identify recurring patterns and trends in how digital technologies support neurodivergent learners. Complementing this, chi-squared statistical tests were performed to examine proportional representation of neurotypes across identified subthemes, ensuring a balanced understanding of how different technologies aligned with inclusive educational practices.
The second phase involved classroom-based case studies to capture lived experiences from teachers, students, and school leaders. Participants were recruited from Foundation to Year 10 classes representing diverse school settings. Data were collected through classroom observations, small group interviews with students (both neurodivergent and neurotypical), and interviews with teachers and school leaders. Observations documented how technology was used to support academic and social participation, while interviews explored participants’ perceptions of inclusion and the barriers or enablers presented by digital tools.
Data were qualitatively coded and analysed through the UDL framework, specifically the principles of engagement, representation, and action and expression, to identify design patterns and pedagogical strategies that support inclusive technology use.
The research identified clear patterns in how digital technologies can enable or inhibit inclusion for neurodivergent learners. Results showed that technology is most effective when used to promote engagement, flexibility, and collaboration, rather than compliance or behaviour management. When teachers aligned technology use with the Universal Design for Learning (UDL) principles of engagement, representation, and action and expression, students demonstrated increased confidence, participation, and agency in learning activities.
Case study data highlighted that neurodivergent students benefit from tools that scaffold executive functioning, support communication, and provide multiple ways to demonstrate understanding. Teachers reported that structured digital routines and visual supports reduced anxiety and improved self-regulation for many students. Conversely, inconsistent implementation and inaccessible design features often reinforced exclusion.
The research culminated in 36 high-impact recommendations to guide educators in leveraging technology for inclusive practice. These include designing technology-enhanced learning experiences that integrate physical and digital tools, prioritise student voice, and create psychologically safe classrooms. Future phases of this research will evaluate these recommendations at scale, with the expectation that they will inform systemic policy and professional learning models for equitable digital education.
The study holds substantial educational and scientific importance because it addresses a critical and underexplored area in inclusive education: how digital technologies can be positioned to create neurodiversity-affirming learning environments guided by the Universal Design for Learning (UDL) framework. The research provides empirical evidence on the real-world practices of teachers, students, and school leaders in utilising technology to foster equitable participation and engagement for neurodivergent learners. By integrating the principles of UDL with insights from critical disability studies, the project reframes technology not as a tool for remediation or compliance but as a means to enhance learner agency, autonomy, and representation in inclusive classrooms.
The study is valuable to conference audiences because it bridges theoretical, practical, and policy perspectives, offering educators, researchers, and technology designers actionable strategies for fostering inclusive learning environments. The findings expand current understandings of how inclusive digital practices can be designed and implemented in ways that affirm neurodiversity and centre student voice. Furthermore, the research contributes to a growing body of evidence advocating for systemic transformation in how schools, education systems, and edtech companies conceptualise inclusion. By demonstrating how co-designed digital solutions can promote access, participation, and belonging for all learners, this study provides a replicable model for advancing equity through evidence-based, research-informed innovation in education.
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White, E. H. (August 16-20, 2021). Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES. Research Conference 2021: Excellent progress for every student: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-638-3_6
Wissell, S., Karimi, L., Serry, T., Furlong, L., & Hudson, J. (2022). “You don’t look dyslexic”: Using the job demands—resource model of burnout to explore employment experiences of Australian adults with dyslexia. International Journal of Environmental Research and Public Health, 19(17), 10719. https://doi.org/10.3390/ijerph191710719
Wood, R., Crane, L., Happé, F., Morrison, A., & Moyse, R. (Eds.). (2022). Learning from autistic teachers: How to be a neurodiversity-inclusive school. Jessica Kingsley Publishers.
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Zhou, Q. (2022). How does dyslexia influence academic achievement? Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022), 861–868. https://doi.org/10.2991/978-2-494069-45-9_104
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