This chapter argues that CLIL-PE must accommodate the diverse neurological profiles found in today’s classrooms. It introduces Universal Design for Learning (UDL), a framework that promotes multiple means of engagement, representation and expression to ensure that all learners can access instruction. The chapter links UDL to Self-Determination Theory, noting that meeting autonomy, competence and relatedness needs aligns with UDL’s goal of varied learning pathways. It describes common neurodivergent profiles—such as autism and ADHD—and recommends strategies like clear routines, visual supports, reduced sensory distractions and previewing activities. Teachers are encouraged to design tasks that allow choice (e.g., selecting equipment or roles), use multiple modalities (visual, auditory, kinesthetic) and provide structured feedback. A UDL checklist helps educators reflect on how well their CLIL-PE lessons support neurodiverse students. Overall, the chapter promotes inclusive design as both an ethical imperative and a means of sustaining motivation.