I didn't get a degree until my thirties, once I got diagnosed and figured out my needs.
For me it was:
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Accomodations,
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Meds,
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Moving a lot,
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Low music with a predictable beat and no vocals,
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Accountability checks (showing up for every lectures or partnering/grouping up for every assignment),
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Active participation,
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Learning by doing, and
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Learning by talking.
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For maths (the bane of my existence, but soooo satisfying once you get it!) I also got to do the exams in a separate room with headphones on, and could take breaks to run around the building or up and down the stairs a few times whenever I needed to restart my brain. Plus extra time to account for those breaks and the mental breakdowns that preceded them.
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Meds are essential for me, but they can make me miss cues from my body. So it's important to manage my body's needs like clockwork while on them, regardless of what I feel like I can do or do without in the moment: eat breakfast and lunch and an afternoon snack/mini-meal to avoid emotional outbursts or binge eating when the meds wear off. Take breaks (just stepping out or standing by an open window to breathe, or set an alarm and lie down with legs up and closed eyes) for a few min every hour. Go to the bathroom. Drink water. Blink. Do not put in overtime to "only" solve/finish this one thing -that thing won't get solved until you have a shower or talk to another human. Overtime/cramming will not be efficient studying, the goal is not just passing one test and forgetting, but actually learning and understanding...and resting is an essential component of that.
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Listening to online lectures (or even worse, pre-recorded one's) was impossible until I got a walking pad, and it made writing assignments and at home-tests way easier. For on campus-days I'd run up and down the stairs during every break in or between lectures (most teachers would do breaks every hour but if not I would just ask them for it). Blood flow through legs means blood flow to brain!
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Low music without vocals with a good chill beat fill the silence when people are talking too slow and keeps me on track when it gets boring, without stealing attention or focus by being too loud or interesting.
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With daily lectures I got a schedule and routine, which got me up and started in the morning and left a suitable time slot for lunch (missing lunch is a big no-no!). While doing assignments with someone else it was a lot easier to get started (I'm great at filling uncomfortable silences that happens when no-one know where to begin) and organise and section off the work into manageable parts, while having someone else to take charge of those last 5% that I seem unable to do.
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I need to take plenty of notes during lectures (might never read them again, but just the motion of writing the words help my listening and retention). I also always ask as soon as I get lost or have a relevant question, and attempt to answer any questions during (even if I get it wrong) a class. If I think my question will get answered I'll write it down and ask them at the end if I'm still unsure. If I don't do this, I'll get stuck on something in my mind and stop following along.
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I chose a school with a lot of practical learning built into the education. Lots of practical assignments, internship opportunities etc.
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Our brains are evolved for conversation, language and communication. When getting stuck, I usually need a break... But if the break doesn't solve it, explaining the difficult thing to someone else will often make me figure it out by the time I've finished talking. If not the other person might have an idea for how to think and move forward. Asking questions, explaining complex concepts to each other, bouncing ideas, telling stories are all great tools for learning and more importantly gaining understanding of a topic.
Good luck, and if you managed to read all this: you're gonna be fine!