This project aims to create guidelines and strategies, including a series of validated pedagogical resources, to help students who are neurodivergent transition from high school to CEGEP harmoniously. To conduct this study, we will use a design-based research and interview teachers and first year students who identify as neurodivergent in the Computer Science department at John Abbott College. We will develop strategies and guidelines to improve their success level in Computer Science – a program known to be very demanding and where students with learning disabilities have less chances of success than others. The effectiveness of the strategies will be assessed through two iterations and refined through structured feedback and reflection on their implementation.