Abstract
Among those for whom there were heightened concerns regarding the pivot to online learning during the COVID-19 pandemic were neurodiverse youth. Despite the preponderance of research into online learning during the pandemic, relatively few studies have directly observed the experiences of neurodiverse youth. We present findings from a longitudinal study in which we qualitatively analyzed using an idiographic approach the nearly 2,000 minutes of video recordings of 9 neurodiverse youth learning digital art design via the Zoom platform. The themes we developed from the patterns observed suggest how online learning may both enable and inhibit neurodiverse students' syncing their communication with ongoing conversations with others, achieving intersubjectivity (shared understanding) with others, coping with frustration, and personal disclosures for building rapport with others. Notably, we observed evidence suggestive of benefits and detriments of online learning for each neurodiverse youth. We discuss implications for the design and implementation of online learning opportunities for neurodiverse youth.