Neurodivergent adults are participating in adult education in increasing numbers, yet they can be less successful in educational environments where policies, practices, and teaching strategies do not meet their needs and create greater discrimination and stigma. The purpose of this adult education research review was to highlight the need for adult education discourse to increase attention to neurodiversity and inclusive teaching and learning practices, particularly through the use of compassionate pedagogy that emphasizes a caring, neuro-affirming approach, recognizing assets rather than concentrating on deficits. Adult education research currently lacks focus on the needs of neurodivergent adult learners and the most effective practices that support these learners. This study discovered minimal research over the past 10 years that contained in-depth pertinent information that can increase the understanding of neurodiversity and contribute to the field. Key findings included the expanded presence of neurodivergent adults in postsecondary and online education, the need for effective strategies to support neurodivergent learners, the significance of preservice training and continued professional development for adult educators, the necessity of social justice within the workplace, the impact of specific disabilities, and the effects of having intersectional identities, being multiply neurodivergent (having two or more forms of neurodivergence), and experiencing sanism. Moving away from a deficit-based perspective of disability and acknowledging learning differences, whether through cognition, emotion, or sensory experiences, creates inclusive policies, practices, and teaching and learning strategies that not only benefit neurodivergent learners but also provide opportunities for neurotypical students to succeed by enhancing understanding, compassion, and collaboration.
Rogers‐Shaw et al. (Sun,) studied this question.