The number of students entering higher education with a diagnosis of Autism or ADHD is on the rise, and within engineering it is higher than the sector average. This calls for understanding how these students experience higher education and how best to support them in overcoming socio-communication challenges and developing the teamwork skills required by industry. This article investigates a novel Computer Orchestrated Group Learning Environment (COGLE) that orchestrates content delivery and learning in small face-to-face groups of neuro-typical (NT) and neuroatypical (NAT) engineering students. This research uses a literal replication logic, where multiple similar case studies contribute evidence towards analytical generalisation and transferability. COGLE is used in the first case in a flipped classroom setting and in the second case within a Project Based Learning setting. The teamwork skills of NT and NAT students were compared. Normalised learning gain (NLG) scores were computed using pre and post test data. Qualitative comments provide insights into the experience of NT and NAT students. Key lessons learnt highlight the importance of learning together to master content before engaging in collaborative activities such as peer instruction commonly within flipped classrooms and teamwork within Project Based Learning. In both case studies, NT and NAT students had comparable NLG scores and developed their team working skills. This research shows that both staff and students can benefit from COGLE as it prepares students for collaborative working by improving both technical knowledge and team working skills freeing up staff to focus on guiding and supporting student learning.