This paper reports on a study of teaching and learning materials designed for the inclusion of neurodivergent learners in computational thinking (CT) in grades 3–8. We define an inclusive classroom as one that has at least 20% of students with individual education plans (IEPs) or equivalent alternative programming for cognitive differences. The study examines how materials supported executive function (EF) and differentiated teaching and learning, specifically in inclusive classrooms in grades 3–5.