Ableism is normalized in higher education. It is systemic and pervasive, and often pedagogical best practices are developed and disseminated without interrogating how ableist norms underlie the very foundation of academia. It is critical that we break down systemic barriers in higher education to allow all students to succeed. One such barrier is how teaching and assessment marginalize neurodivergent students by privileging only specific neurotypical ways of learning. There is a dearth of research analyzing the non-normative ways neurodivergent students learn and perform STEM in a higher education setting. In this talk, we report on results from a systematic literature review of neurodivergent undergraduate STEM learning and performance and situate the results within Neuroqueer theory. We provide recommendations from the literature and discuss next steps for dismantling ableist pedagogy and creating neuro-inclusive higher education.