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Building inclusive communities through peer mentoring: A tool for change. Journal of Inclusive Postsecondary Education. Volume 2(2)

NARIC Accession Number: J84772. What's this?
Author(s): Jones, Melissa M., Budke, Katie, Brown, Olivia, Caldwell, Rebecca, Claybern, Courtney, Jacobs, Rose, Robinson, Mandi.
Publication Year: 2020.
Abstract: Study explored the personal and professional growth experienced by peer mentors who volunteer to support students with an intellectual disability in an inclusive postsecondary program. Three hundred forty-four written reflections provided by 85 peer mentors over a ten-year period were analyzed using grounded theory. Results focused on four categories: (1) professional learning, (2) intrapersonal learning, (3) broadening friendship networks, and (4) challenging [dis]ability. The fourth category, challenging [dis]ability, demonstrated an impact of the peer mentoring experience which extended beyond personal and professional benefits gained by peer mentors, with implications for altering societal views of individuals with disabilities, with a shift toward recognizing abilities over disabilities.
Descriptor Terms: INCLUSION, INTELLECTUAL DISABILITIES, MENTORING, PEER COUNSELING, POSTSECONDARY EDUCATION, STUDENTS.


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Get this Document: https://journals.gmu.edu/index.php/jipe/article/view/2648.

Citation: Jones, Melissa M., Budke, Katie, Brown, Olivia, Caldwell, Rebecca, Claybern, Courtney, Jacobs, Rose, Robinson, Mandi. (2020.) Building inclusive communities through peer mentoring: A tool for change. Journal of Inclusive Postsecondary Education., 2(2) Retrieved 8/6/2023, from REHABDATA database.


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