Erin Bardar

Papers

Total Citations

H-Index

About

Erin Bardar’s research sits at the vital intersection of computational thinking (CT) and neurodiversity, exploring how foundational CT practices can be leveraged to support diverse cognitive profiles. In her most-cited work, "Including neurodiversity in computational thinking" (2024, 9 citations), Bardar provides a groundbreaking analysis of how CT teaching and learning materials can be designed to differentiate for and support differences in executive function (EF). This work is notable for its early and explicit framing of neurodiversity within the CT education landscape, arguing that the structured, problem-solving nature of CT offers a natural scaffold for learners with EF differences. By examining existing materials through this novel lens, Bardar identifies promising overlaps and practical pathways for inclusive pedagogy. Her contribution is significant for educators, curriculum designers, and researchers seeking to make CT education accessible to a broader range of learners, moving beyond one-size-fits-all approaches. Though early in her career, Bardar’s focused, interdisciplinary approach positions her as a key voice in the movement toward more equitable and neurodiversity-affirming computing education.