In this work we focus on neurodiversity, a recently defined facet of diversity. Chemical education is in its early stages of recognizing the value that neurodiversity brings to the field. After an overview of current terminology, we discuss general challenges that neurodivergent students face in chemistry classes. To create an inclusive class experience for students with diverse neurocognitive functioning, we focus on increasing learner agency. Our premise is that neurodiversity is supported by a well-structured, learner-driven class-experience. On the basis of this, we developed a design that we applied in nonmajor chemistry courses taught remotely due to the COVID-19 pandemic. Our premise is supported by data extracted from student-teacher interactions, student surveys, and student course evaluations.