{
  "abstract": "Learning is a social act and requires communication between interlocutors. Learning also is a process that takes place in a socially constructed neuro-normative system. These neuro-normative systems can marginalize neurodivergent (i.e., autistic, dyslexic, epileptic) students, who oftentimes have non-normative socio-cognitive differences. In this paper, we investigate 3 neurodivergent physics students' experiences solving physics problems and in navigating physics culture. We use a Double-Empathy Problem lens to uncover how communication, particularly communication breakdowns, can manifest for neurodivergent students in physics. We find that the 3 neurodivergent students, experience communication breakdowns in their interactions with peers and instructors, and in interpreting problem statements. Furthermore, we find that participants experience fear of being misinterpreted or feeling as though they are viewed as stupid on account of communication breakdowns. We advocate for the need for a more neuro-inclusive physics culture and suggest actions that can be done by instructors to create more inclusive spaces in physics.",
  "abstract_shown": true,
  "affiliations": [],
  "article_type": "Journal reference: 2026 Physics Education Research Conference Proceedings",
  "arxiv": "2609.21809",
  "author_total": 6,
  "authors": [
    {
      "name": "Liam G. McDermott"
    },
    {
      "name": "Frank T. Dachille"
    },
    {
      "name": "George R. Keefe"
    },
    {
      "name": "Mason D. Moenter"
    },
    {
      "name": "Daryl McPadden"
    },
    {
      "name": "Erin Scanlon"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/45w4y8nx3xa2r.bib",
  "cited_by": 0,
  "doi": "10.48550/arxiv.2609.21809",
  "fulltext_url": null,
  "id": "45w4y8nx3xa2r",
  "issns": [],
  "landing_url": "https://arxiv.org/abs/2609.21809",
  "language": null,
  "licence": "CC-BY-4.0",
  "licence_label": "CC BY 4.0",
  "licence_source": "article",
  "licence_url": "http://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": "CC0-1.0",
  "native_subjects": [
    [
      "arxiv",
      "physics.ed-ph"
    ],
    [
      "openalex",
      "3312|Inclusion and Disability in Education and Sport"
    ]
  ],
  "openalex": "W7213988543",
  "pdf_url": "https://arxiv.org/pdf/2609.21809",
  "pmcid": null,
  "pmid": null,
  "published": "2026-10-22",
  "publisher": null,
  "ris": "https://research.draconitic.com/paper/45w4y8nx3xa2r.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:34:34Z",
      "native_id": "2609.21809",
      "source": "arxiv",
      "url": "https://arxiv.org/abs/2609.21809"
    }
  ],
  "subjects": [
    {
      "field": "physics",
      "origin": "arxiv:physics.ed-ph",
      "subfield": "general"
    }
  ],
  "title": "\"I don't have a good metric for what other people think:\" Unpacking the double empathy problem in neurodivergent physics problem-solving",
  "title_text": "\"I don't have a good metric for what other people think:\" Unpacking the double empathy problem in neurodivergent physics problem-solving",
  "type": "preprint",
  "updated_at": "2026-10-30T12:34:34Z",
  "url": "https://research.draconitic.com/paper/45w4y8nx3xa2r",
  "venue": "arXiv",
  "versions": []
}