Although Computational Thinking (CT) is considered an essential 21st century skill, little is known about teaching CT to
students with autism spectrum disorder (ASD) and/or attention defcit/hyperactivity disorder (ADHD). To address this gap in
the research, we conducted a scoping review to identify those approaches promoting programming skills and/or CT in children
aged 6–15 with ASD and/or ADHD. We also investigated which other skills were simultaneously fostered and examined the
challenges and benefts reported in the interventions undertaken. Results indicate that fostering programming and/or CT in
students with ASD and/or ADHD has a benefcial efect. CT-related skills acquired by such students were found to persist
beyond the intervention period and were often associated with an improvement in student social-emotional competences.