This paper presents preliminary findings from a single-case study investigating inclusive learning through an education technology addressed to students with Attention Deficit and Hyperactivity Disorder (ADHD) enrolled in secondary schools. The study’s objective was to explore the potential of technology to mitigate challenging behaviors and enhance attention, collaboration, and self-control among students with ADHD. Furthermore, the study concentrated on the impact of learning coding through the education platform, encompassing the development of positive social and relational skills. The methodology employed is grounded in naturalistic observations and qualitative data analysis. While the data collection process continues, certain intriguing outcomes emerged from interactions with teachers and students involved, suggesting potential future research directions on the application of education technology to students with ADHD.