Ibrahim Dahlstrom‐Hakki

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About

Ibrahim Dahlstrom-Hakki is a leading voice in the intersection of neurodiversity and computing education, with a particular focus on how executive function (EF) differences intersect with computational thinking (CT). His most-cited work, "Including neurodiversity in computational thinking" (2024, 9 citations), introduces a groundbreaking framework that reimagines CT teaching and learning materials to support neurodivergent learners. By analyzing how CT practices can be differentiated to accommodate variations in EF, Dahlstrom-Hakki challenges traditional one-size-fits-all approaches to STEM education. His research demonstrates that the foundational practices of CT—decomposition, pattern recognition, abstraction, and algorithms—offer unique opportunities to design inclusive curricula that leverage rather than pathologize cognitive differences. This work has significant implications for broadening participation in computing, particularly for students with ADHD, autism, and other neurotypes. Dahlstrom-Hakki’s contributions are shaping how educators and researchers think about accessibility in computational thinking, making him a key figure in the growing movement toward neurodiversity-affirming pedagogy in STEM.