Student Perspectives on Peer Supports in an Inclusive Postsecondary Education Context

Authors

Courtney Lane Wilt, University of Kansas
Mary E. Morningstar, Portland State UniversityFollow

Published In

Journal of Inclusive Postsecondary Education

Document Type

Article

Publication Date

2020

Subjects

Peer Mentoring -- Case studies

Abstract

This qualitative study investigates the experiences of students with intellectual disability with peer mentors at a large Midwestern inclusive postsecondary education program (IPSE). Participants were students with intellectual disability and peer mentors associated with the IPSE. Students with intellectual disability are valued as partners in developing and sustaining peer mentor supports and their perspectives are emphasized in this study. Data analysis reveals similarities and differences between the students with intellectual disability and peer mentors in their perceptions of friendship, college life, and support needs. Amount of time spent in the program also emerged as a factor in student and peer perceptions of peer mentoring. Students described various activities and peer mentor qualities that supported their academic success as well as the development of positive, trusting relationships. Implications for research and practice are discussed, including suggestions for peer mentor training and ongoing supports that foster their personal growth toward inclusive mindsets.

Description

Copyright (c) 2020 The Authors

This work is licensed under a Creative Commons Attribution 4.0 International License.

Locate the Document

https://doi.org/10.13021/jipe.2020.2461

DOI

10.13021/jipe.2020.2461

Persistent Identifier

https://archives.pdx.edu/ds/psu/33964

Citation Details

Wilt, C. L., & Morningstar, M. E. (2020). Student Perspectives on Peer Mentoring in an Inclusive Postsecondary Education Context. Journal of Inclusive Postsecondary Education, 2(1).