Jodi Asbell‐Clarke

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About

Jodi Asbell-Clarke is a pioneering researcher at the intersection of computational thinking (CT) and neurodiversity, with a focus on how executive function differences shape learning. Her most-cited work, "Including neurodiversity in computational thinking" (2024, 9 citations), introduces a groundbreaking framework that reveals how foundational CT practices—such as debugging, pattern recognition, and algorithmic thinking—can be leveraged to support neurodivergent learners. By analyzing CT teaching materials designed for differentiation, she demonstrates that these practices naturally align with cognitive strengths in autism, ADHD, and dyslexia, while also addressing executive function challenges. Asbell-Clarke’s contributions are reshaping inclusive STEM education, showing that neurodiversity is not a barrier but a valuable lens for innovation. Her work has influenced curriculum design and teacher training, earning recognition from organizations like the National Science Foundation. With a career dedicated to making computational thinking accessible to all learners, Asbell-Clarke continues to bridge cognitive science and education, inspiring a new generation of researchers to rethink how we teach problem-solving in diverse classrooms.