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ORCID
https://orcid.org/0009-0006-7400-8197
Date of Graduation
5-14-2026
Semester of Graduation
Spring
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
First Advisor
Amanda Evans
Second Advisor
A. Renee Staton
Third Advisor
Robin Anderson
Abstract
Neurodiversity recognizes the natural differences in human functioning, including the unique ways that individuals think, learn, and process information. The neurodiversity movement views these differences as valuable, challenging historical beliefs that label them as deficits. Despite growing awareness of neurodiversity, counseling research and practice have largely overlooked the unique needs of neurodiverse clients, resulting in barriers to accessing mental health care. This paper addresses the concept and models of disability to provide context for understanding neurodiversity. Neurodiverse identities, such as attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), specific learning disorders (SLDs), and tic disorder, are explored through their diagnostic criteria and impact on counseling approaches. This paper suggests evidence-based strategies, including neurodiversity-affirming and strength-based approaches, to effectively support neurodiverse clients in counseling. By engaging in counseling approaches that support neurological differences, counselors can ensure they are providing care that is both effective and accessible.
Included in
Clinical Psychology Commons, Counseling Psychology Commons, Counselor Education Commons, Development Studies Commons, Disability Studies Commons
