Leadership Opportunities for Students with Disabilities in Co-Curriculum Activities: Insights and Implications

Tan, King Lok; Adams, Donnie

doi:10.1080/1034912x.2021.1904504

Cited by 5 publications

(3 citation statements)

References 41 publications

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“…School‐based structured engagement opportunities can help students increase their self‐efficacy, address common misconceptions about disability, and encourage students to move beyond the negative stigma of disability (Wehmeyer, 2020). Schools can offer opportunities for meaningful leadership positions for those with disabilities with a focus on developing meaningful social connections that offer opportunities for advocacy (Anderson & Bigby, 2017; Tan & Adams, 2021). Our findings suggest that acting on these recommendations would enhance positive identity formation and perhaps lead to additional fulfilling opportunities to participate in the community as young people enter emerging adulthood.…”

Section: Discussionmentioning

confidence: 99%

“…School-based structured engagement opportunities can help students increase their self-efficacy, address common misconceptions about disability, and encourage students to move beyond the negative stigma of disability (Wehmeyer, 2020). Schools can offer opportunities for meaningful leadership positions for those with disabilities with a focus on developing meaningful social connections that offer opportunities for advocacy (Anderson & Bigby, 2017;Tan & Adams, 2021).…”

Section: Value Of Community Engagementmentioning

confidence: 99%

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Positive identity development through community engagement among youth with intellectual and developmental disabilities

Rodriquez

Gupta

Ballard

et al. 2023

Research Intellect Disabil

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Background Identity development in individuals with disabilities is often negatively impacted by exclusion, marginalisation, and stigma. However, meaningful opportunities for community engagement can serve as one pathway towards establishing positive identity. This pathway is further examined in the present study. Methods Researchers used a tiered, multi‐method, qualitative methodology consisting of audio diaries, group interviews, and individual interviews with seven youth (ages 16–20) with intellectual and developmental disabilities, recruited through the Special Olympics U.S. Youth Ambassador Program. Results Participants' identities incorporated disability while simultaneously transcending the social limits of disability. Participants viewed disability as one aspect of their broader identity, shaped by leadership and engagement experiences such as those offered by the Youth Ambassador Program. Conclusions Findings have implications for understanding identity development in youth with disabilities, the importance of community engagement and structured leadership opportunities, and the value of tailoring qualitative methodologies to the subject of the research.

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Section: Discussionmentioning

confidence: 99%

Section: Value Of Community Engagementmentioning

confidence: 99%

Positive identity development through community engagement among youth with intellectual and developmental disabilities

Rodriquez

Gupta

Ballard

et al. 2023

Research Intellect Disabil

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“…Additionally, even with significant studies on student leadership in the local context (Adams et al. , 2018; Tan and Adams, 2018, 2021) that concur with the goals of the Malaysian Educational Blueprint (2013–2025) for student aspirations in leadership, there is still a lack of exploration into mentoring students for leadership development in the Malaysian scenario.…”

Section: Introductionmentioning

confidence: 99%

Mentoring leaders of tomorrow: insights on the role of college directors

Kamarudin

Adams²

2022

IJMCE

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PurposeMentoring is a crucial aspect of leadership development. However, the knowledge base about mentoring with regard to student leadership development is still emerging and has yet to be explored in depth. Thus, this paper explores college directors' mentorship, as a form of faculty mentoring, in developing students' leadership in Malaysia.Design/methodology/approachA qualitative research design was utilized, by which semi-structured interviews were used to collect data from four college directors. Data were analyzed and coded using ATLAS.ti 9.FindingsThe findings provide new insights into how college directors mentor students to develop them as leaders. Specifically, the findings show that directors, as transformational leaders, can play a significant mentoring function in enhancing students' leadership via role-modeling for students to accumulate leadership-related knowledge and skills.Research limitations/implicationsThis study centered on the role of college directors who are transformational leaders, mentoring with authority, vision and role-modeling for student leaders' leadership development.Originality/valueThe study offers empirical evidence about the significance of college directors' mentorship in enhancing student leadership in Malaysia.

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Assessing Inclusive School Leadership Practices in Malaysia: Instrument Adaptation and Validation

Adams,

Moosa,

Shareefa

et al. 2024

International Journal of Disability, Development and Education

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Leadership Opportunities for Students with Disabilities in Co-Curriculum Activities: Insights and Implications

Cited by 5 publications

References 41 publications

Positive identity development through community engagement among youth with intellectual and developmental disabilities

Positive identity development through community engagement among youth with intellectual and developmental disabilities

Mentoring leaders of tomorrow: insights on the role of college directors

Assessing Inclusive School Leadership Practices in Malaysia: Instrument Adaptation and Validation

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