Learning Challenges in Neurodiverse Students During Remote Learning

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Pallavi Menon

Independent Researcher

Kerala, India

Abstract
The rapid and unanticipated shift to remote learning modalities—propelled by health crises, technological advancements, and evolving pedagogical paradigms—has surfaced distinct and multifaceted challenges for neurodiverse students, a population encompassing a spectrum of cognitive profiles such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, and other processing differences. While remote education offers potential advantages—flexible scheduling, personalized pacing, and broader access to resources—it simultaneously presents barriers that disproportionately impact learners who depend on structured environments, multisensory engagement, and specialized supports to thrive academically and socially. This expanded abstract synthesizes findings from a large-scale, mixed-methods investigation involving 150 surveys completed by parents and educators and 20 in-depth student interviews. Key obstacles identified include diminished scaffolding for executive-function tasks, cognitive overload introduced by digital interfaces, erosion of peer and instructor support networks, and heightened requirements for self-regulation and intrinsic motivation. The study further examines how existing digital accommodations—such as closed captioning, text-to-speech, and interactive learning modules—are variably implemented and often insufficient without complementary instructional strategies. Through detailed thematic analysis, four core areas for targeted intervention emerged: (1) the necessity of embedding Universal Design for Learning (UDL) principles into online curricula; (2) the importance of multimodal content delivery to reduce sensory fatigue; (3) the creation of virtual social frameworks to sustain community and belonging; and (4) the provision of specialized training for educators in neurodiversity–affirming remote teaching techniques. The abstract concludes by outlining policy recommendations, including mandatory accessibility audits for educational platforms, increased funding for assistive technology licenses, and the development of standardized teacher professional-development modules. Collectively, these insights inform a comprehensive strategy to minimize learning disparities and foster equitable outcomes for neurodiverse learners in remote settings.

Keywords
Neurodiversity, Remote Learning, Accessibility, Executive Function, Universal Design for Learning

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