Neurodiversity

At AI & Antiquity, we believe that the study of the Ancient World must be both rigorous and inclusive. Neurodivergence, including ADHD, autism, dyslexia, high sensitivity, giftedness, among others, should not be seen as a barrier to learning, but as an opportunity to rethink how we design and deliver education. By recognizing diverse cognitive profiles, we build classrooms, interactive learning environments, and digital spaces that are more flexible, equitable, and effective. Inclusion is not a slogan, but a necessity. 

Illustration by Arturo Galindo
 
 
Original artwork by Arturo Galindo García (2026) · @trustmeiamahistorian_

Inclusion & Technology

 

Why Neurodivergence Matters

Ancient Studies often relies on dense texts, complex languages, and traditional lecture formats that can inadvertently exclude. Neurodivergence brings strengths, including pattern recognition, creative problem-solving, hyperfocus, and fresh interpretive angles, that enrich both learning and the discipline.

AI & Interactive Technologies

  • Personalized pathways: Structured itineraries and flexible prompts for different cognitive styles.
  • Multimodal access: Visual reconstructions, audio summaries, timelines, and layered glossaries.
  • Interactive learning: Game-based environments and simulations can offer flexible pacing, active exploration, and alternative ways of engaging with historical knowledge.
  • Supportive mediation: AI summaries and vocabulary aids to reduce cognitive load.

Our Commitments

 

Inclusive Writing

Clear structure, descriptive headings, accessible figures and tables (alt text, captions, readable contrast).

Mindful Peer Review

Recognition of diverse communication styles and actionable, specific feedback.

Openness to Formats

Teaching artefacts, interactive and game-based materials, prompts, rubrics, and AI-assisted accessibility resources are welcome.

Ethical AI Use

Transparent workflows, critical reflection on bias, limitations, and data provenance.

These commitments reflect the editorial ethos of AI & Antiquity and of the Center for Innovation in Ancient Worlds (CIAW), fostering a culture of inclusivity, accessibility, and innovation in the teaching of Antiquity.

Call for Contributions

 

We actively welcome and invite submissions on the following areas:

  • Research articles on inclusive pedagogy and accessibility in Ancient Studies.
  • Case studies of AI-supported, interactive, or game-based adaptations (materials, outcomes, accessibility, and limitations).
  • Short notes on neurodiversity-aware course design, assessment, and feedback.

Research & Publications

 

Recent publications exploring the intersection of neurodivergence, inclusive pedagogy, Artificial Intelligence, and the teaching of the Ancient World. These studies examine how innovative approaches can foster accessibility, critical thinking, and meaningful engagement in Ancient History and Classical Studies.

Flipped Learning and AI-Supported Itineraries for Neurodivergent Learners: A Case Study in Ancient History

This peer-reviewed study examines how flipped learning, Artificial Intelligence, and inclusive instructional design can support neurodivergent learners in Ancient History while strengthening autonomy, engagement, and executive functioning.

Rethinking Ancient History: Forgotten Voices, Inclusive Teaching and Artificial Intelligence

This chapter presents the project Forgotten Voices in Antiquity, which reimagines Ancient History teaching by bringing traditionally marginalized groups, including women, children, enslaved people, foreigners, and other underrepresented communities, into the centre of historical analysis.

Through the critical use of Artificial Intelligence, students learn to identify biases, compare AI-generated narratives with primary sources, and develop historical, digital, and ethical literacy within an inclusive and neurodiversity-aware learning environment.

Now Published · Volume 2, Issue 2 (2026)

Neurodiversity and Antiquity

 

Volume 2, Issue 2 of AI & Antiquity explores how Ancient Studies can move beyond a model centred primarily on individual accommodation towards more inclusive forms of educational design. Its contributions examine the intellectual strengths associated with neurodivergence, the experiences of neurodivergent educators, the reduction of barriers in tutorials and online learning environments, and alternative approaches to assessment that preserve academic standards while allowing different pathways to learning.

The issue also connects inclusive pedagogy with digital technologies and critical AI literacy, asking how flexibility, accessibility and innovation can strengthen rather than dilute disciplinary rigour.

This issue is dedicated to all neurodivergent people, whose experiences and perspectives enrich how we teach and understand the world.

Article

The Case Study of the Simulacrum in Latin Teaching

Sebastián Altamirano Pacheco

The issue also includes an editorial and three book reviews addressing digital competence in higher education, student attendance and participation, and learning through Discovery Tour: Ancient Greece.

Explore the full issue → Read the editorial