Many neurodivergent (ND) children are integrated into mainstream schools alongside their neurotypical (NT) peers. However, they often face social exclusion, which may have lifelong effects. Inclusive play activities can be a strong driver of inclusion. Unfortunately, games designed for the specific needs of neurodiverse groups, those that include neurodivergent and neurotypical individuals, are scarce. Given the potential of robots as engaging devices, we led a 6-month co-design process to build an inclusive and entertaining robotic game for neurodiverse classrooms. We first interviewed neurodivergent adults and educators to identify the barriers and facilitators for including neurodivergent children in mainstream classrooms. Then, we conducted five co-design sessions, engaging four neurodiverse classrooms with 81 children (19 neurodivergent). We present a reflection on our co-design process and the resulting robotic game through the lens of Self-Determination Theory, discussing how our methodology supported the intrinsic motivations of neurodivergent children.