This paper explores the challenges faced by neurodiverse students when learning science online and examines the role of literature and assistive technology (AT) in overcoming these obstacles. Through case studies and literature reviews, the paper highlights how tailored approaches to teaching can enhance engagement and comprehension for neurodiverse learners. This paper challenges how scientific terminology in online education is taught to neurodiverse students. It explores how students can build knowledge and ignite interest in science through poetry, historical scientific discoveries, and critical reasoning. A crucial consideration when learning science is that students be presented with literature that invites them to think of everyday experiences using, for example, their senses and linking these with scientific concepts presented in classes. In this case, it is important to consider students’ learning styles, preferences, and interests. It is suggested that action research will include virtual reality (VR), appropriate narratives, cooperative breakout rooms, and visuals such as PowerPoint slides to engage neurodiverse students. It is suggested that teachers explore these using breakout rooms online for meaningful interaction among students with diverse needs. Additionally, teachers would gather evidence for improving students’ learning by conducting a Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of their workplace. This would be longitudinal as action research takes place.
Keywords: Education, Literature, Science, assistive technology (AT), neurodiversity
