| Neurodivergent counselor-in-training (CITs) bring strengths like empathy, deep thinking, and
relational awareness. Yet, counselor education programs often lack clear guidance for supporting
neurodivergent learners, leading to inconsistent inclusion practices based on faculty awareness.
This study used Q methodology to explore Counselor Educators’ views on neurodiversityinclusive practices in CACREP-accredited programs. Ten Educators participated in a Q-sort,
ranking 36 statements by achievability. Results identified one main factor showing a shared view
that emphasizes inclusion through personalized, responsive practices such as flexible classroom
setups, relational engagement, and modeling inclusive behaviors. A secondary factor reinforced
these themes, while some participants viewed inclusion as a complex mix of individual actions
and systemic barriers. Overall, findings suggest Educators see inclusion mainly as a relational,
classroom-based process rather than solely an institutional issue. The study highlights supporting
educator agency while addressing systemic barriers. The proposed Inclusive and Flexible
Learning Environment (IFLE) model aims to help Educators implement inclusive methods.
Future research should include student perspectives and assess these approaches’ effectiveness in
promoting neurodiversity.
Key words: neurodiversity, counselor education, supervision, inclusivity, higher education |