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Life experience, identity, the relationship between ourselves and the worldaround us among others, all affect and shape how we, as scientists, constructknowledge. Neurodiversity, the diversity of minds, is an interesting conceptwhen keeping this in mind. Being neurodivergent, or neuroqueer (the viewing ofbeing neurodivergent as a queer thing, along with the intersection ofneurodiversity and queerness), means having non-neurotypical ways of perceivingand interacting with the world, and especially of creating knowledge about therules and regulations, both natural and societal, that govern it locally andbroadly. Neuroqueer physicists, therefore, have unique non-normative ways ofdoing physics, the study of the rules (which is done societally) which governthe natural world. It is imperative that, when teaching neurodivergentstudents, we encourage and support this non-normative way of thinking aboutphysics, and help them do physics in ways that they will be successful, andsupport the development of Neuroqueer (Scientific) Literacies, from Kleekamp'sand Smilges's works on literacy. We here present a brief overview of NeuroqueerLiteracies and how to apply them in the physics classroom.

Neuroqueer Literacies in a Physics Context: A Discussion on Changing the Physics Classroom Using a Neuroqueer Literacy Framework