Transformative Learning for Peer Mentors Connected to a Postsecondary Education Program for Students with Intellectual and Developmental Disabilities

BackgroundThird‐level education is a relatively new opportunity for people with intellectual disabilities. The development of third‐level educational opportunities for this population rests on understanding their experiences and suggestions for programme development and improvement. The aim of this study is to establish how inclusive third‐level education is experienced by people with intellectual disabilities.MethodA scoping review was conducted using Arksey and O'Malley's framework of peer‐reviewed empirical research published between 2002 and 2023 that reported on the experience of third‐level education for people with intellectual disabilities.FindingsPeople with intellectual disabilities are engaging in third‐level education courses within University Campuses. They consider such programmes as opportunities to meet aspirations and to enable independent living especially through employment. Their experiences are influenced by supportive staff, initiatives and challenges and they have opinions on how to improve third‐level programmes.ConclusionsPeople with intellectual disabilities value and embrace the opportunities to engage in third‐level education. Their experience is mixed with positive personal outcomes and challenges. Future research is needed to examine effective approaches to overcoming challenges and finding ways to develop programmes that meet the needs of adults with intellectual disabilities.

show abstract

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

Athamanah

Fisher

Sung

et al. 2020

Research and Practice for Persons with Severe Disabilities

View full text Add to dashboard Cite

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

show abstract

Transformative Learning for Peer Mentors Connected to a Postsecondary Education Program for Students with Intellectual and Developmental Disabilities

Cited by 3 publications

References 18 publications

Issues in Individuals with ASD in Higher Education Environments

Issues in Individuals with ASD in Higher Education Environments

How People With an Intellectual Disability Experience Inclusive Third‐Level Education: A Scoping Review

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

Contact Info

Product

Resources

About