Cognitive load and neurodiversity in online education: a preliminary framework for educational research and policy

Abstract

This theoretical paper presents the development and analysis of an inclusive educational framework designed to manage cognitive load for neurodivergent students in online learning environments. Drawing from cognitive load theory and neurodiversity studies, the framework is based on existing literature, empirical work conducted by the authors, and iterative feedback from a participatory research advisory board. Taking a neurodiversity-informed perspective that focuses on interventions addressing challenges common across a range of conditions, it identifies six critical areas that might impact cognitive load in online learning for neurodivergent students: format, environment, delivery, instruction, support, and research (FEDIS+R). To assess the external factors influencing the potential implementation of the framework and its place within the broader landscape of inclusive education, a PESTEL (Political, Economic, Social, Technological, Environmental, and Legal) analysis was conducted. The analysis highlights challenges such as resource disparities, institutional commitment to inclusion, and legal requirements for accessibility, which may affect the adoption of the framework. Given the evolving nature of both cognitive load theory and neurodiversity studies, future research directions are suggested to evaluate its effectiveness across diverse educational contexts. This paper contributes to the growing body of knowledge on neurodiversity in education and offers practical recommendations for educators and policymakers seeking to create inclusive online learning environments.

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