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

Autor/inn/en	Athamanah, Lindsay S.; Fisher, Marisa H.; Sung, Connie; Han, Jinny E.
Titel	The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 4, S.271-287 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Athamanah, Lindsay S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796920953826
Schlagwörter	Peer Teaching; Mentors; Program Effectiveness; Intellectual Disability; Developmental Disabilities; Students with Disabilities; High School Students; Student Development; Social Influences; Social Attitudes; Attitude Change; Student Attitudes; Familiarity; Career Choice; Undergraduate Students; Autism; Pervasive Developmental Disorders; Michigan + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Student; Students; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Sozialer Einfluss; Social attidude; Soziale Einstellung; Attitudinal change; Einstellungsänderung; Schülerverhalten; Autismus
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01