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Two Mentorship Case Studies of High School and University Students with Disabilities: Milestones and Lessons
Abstract
Of the approximately four million individuals with disabilities in the under-20 age category, less than 23 percent can expect to work full-time (US. Bureau of the Census, 2003; StatsRRTC, 2005). It is clear that quality interventions are needed to increase the future viable employment of youth and young adults with disabilities. One such intervention is mentorship programs in which students with disabilities are mentored by experienced mentors with disabilities prior to entering work experiences. Weir (2004), among other authors, called for flexible, individualized support programs that enable students with disabilities to pursue and achieve their full potential in higher education and beyond. The purpose of this article is to describe the milestones and lessons of two independent but related mentorship programs for youth and young adults with disabilities.
... Qualitative inquiry methods were used to study a program for students with severe physical disabilities living in an adapted dorm at the University of Illinois (Strumbo, Blegen, & Lindahl-Lewis, 2008) and to study a peer tutoring component designed to augment a faculty mentoring program at Ball State University in Indiana (Adams & Hayes, 2011). Their findings focused on the training and experiences of the mentors, finding positive experiences categorized from self-reports of the tutor/mentors. ...
... Programs commonly utilized as mentors students who were deemed successful. This was variously defined as students with high GPAs (Rosenthal & Shinebarger, 2010;Vannest et al., 2008), students with a specific disability who had persisted in college (Strumbo et al., 2008), or students who passed a test (Vannest et al., 2008). Some mentors were paid (Zwart & Kallemeyn, 2001), some mentored as a voluntary additional responsibility linked to their full-time job (Foster Heckman et al., 2007;Harris et al., 2011;Rumrill et al., 1994), and some mentors received course credit for their work (Vannest et al., 2008;Novak, 2010). ...
... Mentors' job descriptions varied, but typically included providing information and resources (Rumrill et al., 1994;Strumbo et al., 2008) and teaching self-management skills such as study skills, notetaking, time management and avoidance of procrastination, effective reading, test taking skills, paper writing skills, and organizational skills (Bartlett, 2004;Strumbo et al., 2008;Zwart & Kallemeyn, 2001). Also mentioned were support for transitions, support for self-efficacy (Strumbo et al., 2008), and help for students in understanding their own learning styles (Bartlett, 2004). ...
This case study explored the experiences of participants in a university-based
mentoring program in which graduate students in special education mentored
undergraduate college students with disabilities (mentees). The program provided
support in self-management skills for mentees and learning experience for mentors.
Interviews, observations, document review, and a survey were used to collect data.
Mentees’ disability diagnoses, high school experiences, personal and educational
histories, and support needs varied, as did transition challenges and degree of college level agency and self-advocacy. Undergraduates, citing mentor support, reported that the
program was helpful in addressing self-management needs. Findings suggest that
mentees’ self-identified needs (for structure, help with organizational skills, assistance
with time management, and procrastination/avoidance) were addressed through
scheduled study sessions (supervised by mentors), 1:1 work, and small group, targeted
workshops on self-management skills.
Mentors, certified as high school content teachers and seeking certification in
teaching students with disabilities at the secondary level, reported increased knowledge
and understanding of support needs of students with disabilities transitioning to
postsecondary education. These participants, through experience, recognized differences
between high school and college expectations in order to identify possible transition “best
practices,” including (1) teaching self-management, academic, and social skills with an v
eye toward transferability, (2) incorporating transition skills throughout the secondary
curriculum, (3) providing explicit instruction in self-advocacy, and (4) beginning
transition work early. Mentors identified obstacles to the implementation of transition
instruction: (1) lack of communication between special and general education teachers,
(2) competing priorities for teachers’ time, (3) time with/access to students with
disabilities in inclusive programs, and (4) current teaching practices that impeded the
development of academic autonomy. Study findings have implications for teacher
education in the area of transition.
... Mentors are often used to support mentees in areas of academic, career, and/or social competence [19,20]. Among typically developing youth, successful mentorship programs have been found to be safe, feasible, and acceptable to participants, and they offer a cost-effective way to augment school and vocational services [20][21][22][23][24]. Consistent evidence suggests that effective-mentorship interventions can also have benefits for youth with disabilities, in terms of job training, educational attainment, career supports, social skills, self-esteem, attendance, and work ethic [18,21,[25][26][27][28][29]. ...
... Eleven studies entailed a repeated measures design [22,25,[46][47][48][49][51][52][53]56]. Two used mixed methods [43][44], two involved a crosssectional survey [44,56], and four were qualitative studies [23,28,45,57]. ...
... In those articles, it was unclear if researchers had adequately considered their relationship with the participants or taken ethics into consideration. In three [23,44,45] of the six articles, the reported data analysis was also insufficiently rigorous. Furthermore, while we found that qualitative research was suited to all six studies, two of the articles [43,45] reported research designs that were inappropriate for the stated research objectives. ...
Purpose: Youth with disabilities experience barriers in transitioning to Post-Secondary Education (PSE) and employment. Mentorship programs provide a promising approach to supporting youth through those transitions. This paper aims to identify the effective components of mentorship programs and describe participants’ experiences. Method: We undertook a systematic review of mentorship interventions for youth and young adults with disabilities. We searched seven electronic databases for peer-reviewed articles published in English between 1980 and 2014. We included articles that examined mentorship interventions focused on PSE or employment
outcomes among youth, aged thirty or younger, with physical, developmental, or cognitive disabilities. Results: Of the 5068 articles identified, 22 met the inclusion criteria. For seven mentorship interventions, at least one significant improvement was reported in school- or work related outcomes. Mentorship programs with significant outcomes were often structured, delivered in group-based or mixed formats, and longer in duration (46 months). Mentors acted as role models, offered advice, and provided mentees with social and emotional support. Conclusions: Evidence suggests that mentorship programs may be effective for helping youth with disabilities
transition to PSE or employment. More rigorously designed studies are needed to document the impact of mentorship programs on school and vocational outcomes for youth with disabilities.
... Mentoring is one example of an intervention that has been promoted for enhancing facilitators and reducing barriers for successful educational and vocational opportunities for people with disabilities (Burgstahler, 2002(Burgstahler, , 2003(Burgstahler, , 2006Campbell-Whatley, 2001;Campbell-Whatley, Algozzine, & Obiakor, 1997;Jones, 1997;Kram & Isabella, 1985;Stumbo, Lindahl-Lewis, & Blegen, 2008). Mentoring for individuals with disabilities has been widely advocated, although not well-researched or documented (Coombs-Richardson, 2002;Powers, Sowers, & Stevens, 1995;Snowden, 2003;Stumbo et al.;Sword & Hill, 2003;Whelley, Radtke, Burgstahler, & Christ, 2003;Wilson, 2003). ...
... Mentoring is one example of an intervention that has been promoted for enhancing facilitators and reducing barriers for successful educational and vocational opportunities for people with disabilities (Burgstahler, 2002(Burgstahler, , 2003(Burgstahler, , 2006Campbell-Whatley, 2001;Campbell-Whatley, Algozzine, & Obiakor, 1997;Jones, 1997;Kram & Isabella, 1985;Stumbo, Lindahl-Lewis, & Blegen, 2008). Mentoring for individuals with disabilities has been widely advocated, although not well-researched or documented (Coombs-Richardson, 2002;Powers, Sowers, & Stevens, 1995;Snowden, 2003;Stumbo et al.;Sword & Hill, 2003;Whelley, Radtke, Burgstahler, & Christ, 2003;Wilson, 2003). DuBois and , in establishing a national research agenda for youth mentoring, called for "best practice" program descriptions that produce positive outcomes. ...
... 2). Mentorship programs aimed at these periods are de-signed to ease transitional anxieties, improve social competence, and improve the disability-related skill set and motivation needed to succeed (Burgstahler, 2002(Burgstahler, , 2003(Burgstahler, , 2006Coombs-Richardson;Powers et al., 1995;Seeger, 2007;Stumbo et al., 2008;Wilson). ...
... Mentoring programs, which pair a mentee with a mentor who shares similar characteristics, have been recommended for people with disabilities. Importantly, researchers have argued that mentees benefit from the relationship with an adult role model who has faced experiences similar to their own (Stumbo, Blegen, & Lindahl-Lewis, 2008). Outcomes for mentees can include improved self-determination (Powers et al., 2001), improved self-efficacy and community-based knowledge (Powers, Sowers, & Stevens, 1995), better knowledge on disability-related issues (Stumbo et al., 2008), and support during a transition period (Cohen & Light, 2000). ...
... Importantly, researchers have argued that mentees benefit from the relationship with an adult role model who has faced experiences similar to their own (Stumbo, Blegen, & Lindahl-Lewis, 2008). Outcomes for mentees can include improved self-determination (Powers et al., 2001), improved self-efficacy and community-based knowledge (Powers, Sowers, & Stevens, 1995), better knowledge on disability-related issues (Stumbo et al., 2008), and support during a transition period (Cohen & Light, 2000). ...
... Jack responded with care, but ultimately found it increasingly difficult to involve Ben in conversation, as seen in the reduction of open-ended questions and the increased need for support in managing conversation. A common reason for the termination of mentoring relationships is the mentor experiencing feelings of ineffectiveness (Stumbo et al., 2008), although here it was the mentee who terminated the relationship. ...
Mentoring in speech-generating device (SGD) use by adults who use SGDs offers the potential to improve new device learners' linguistic competence. This paper forms part of a larger study of mentoring among people who use SGDs. This paper investigates the effects of training adults who use SGDs in interaction strategies to enable them to fulfil a mentoring role. Mentors were taught to use open-ended questions, expansions, and recast sentences. Three mentors, aged 23-, 31-, and 54-years-old; and three mentees, aged 13-, 14-, and 32-years-old, participated in this study. A nonconcurrent multiple-baseline-across-participants design was used to assess the outcomes. Following the interaction strategies training, an increase in the number of strategies used in mentoring sessions occurred across all three mentors. These results provide preliminary evidence of SGD mentor training success. The SGD mentors learned the strategies and used them in mentoring sessions.
... Mentoring that pairs a mentee with a mentor who shares similar characteristics has gained momentum as a means by which to enhance mentee learning [1,2]. In the disability literature and literature across a range of disciplines, positive outcomes of mentoring have been documented [1][2][3]. ...
... Mentoring that pairs a mentee with a mentor who shares similar characteristics has gained momentum as a means by which to enhance mentee learning [1,2]. In the disability literature and literature across a range of disciplines, positive outcomes of mentoring have been documented [1][2][3]. Ideally, a mentor is a person experienced and knowledgeable in the area of focus of the mentoring relationship [4,5]. Mentors' knowledge can assist mentees in skill development [4,5]. ...
... This small exploratory research project indicated that mentoring has the potential to improve SGD use. 1 Minspeak is a visual language representation method, which uses picture encoding. A small number of multi-meaning pictures are combined in short sequences to form words and phrases. ...
Purpose:
In this paper the perceptions of three mentors and three mentees who took part in a speech generating device (SGD) mentoring programme are presented. The aims of the study were to investigate the participants' views on taking part in the mentoring programme and their satisfaction with the outcomes.
Method:
Information was gathered through semi-structured interviews with the six mentoring programme participants. Interview data were analysed for content themes.
Results:
Thematic analysis revealed six themes. Of these themes, five were identified in both the mentor and mentee's data. These themes were: satisfaction with the SGD mentoring programme, mentee improvement in SGD use, the importance of a role model of SGD use, the SGD mentoring relationship as a helping relationship, and SGD mentoring contributes to mentor self-esteem. The remaining theme, mentors who use an SGD learn from the mentoring experience, was generated from the mentor's data only.
Conclusions:
The results of this study provide initial evidence in support of mentoring among people who use an SGD. A total of five of the six participants perceived that people learning an SGD can benefit from SGD mentoring by experienced users of SGDs and agreed on a need for such mentoring programmes to improve SGD use.
... He wrote: 'Until we have seen a fluent, interactive, augmented speaker who shares our physical circumstances, there may have been little in our personal experience to indicate that we, ourselves, could someday actually communicate' (p. 12). People who are new to using an SGD may gain from learning SGD use from those already proficient. ...
... Mentoring is recognised as a means through which to provide a mentee with information and opportunities for new experiences [11]. Additionally, a mentor may serve to enhance skill development and offer advice and support to a mentee [12]. In fact, Thoits [13] argued that support is most effective if it is given by a person who has successfully faced similar experiences as the support recipient. ...
... Mentoring relationships, where a mentor shares similar characteristics with the mentee, have been recommended for people with a disability [12,[14][15][16]. In Watkins et al.'s [16] study, 18 children aged 0-5 years, who were deaf and who received services from a mentor who was also deaf, made quicker and stronger gains in communication skills than 18 control participants who did not receive mentoring. ...
This study explored the perspectives of adults who use a speech generating device (SGD) on the development of a mentoring programme to improve device use. Adults who are competent SGD communicators would mentor new learners. The aims were to investigate the participants' views on peer mentoring to improve SGD use, the critical components of an SGD mentoring programme and the issues that might facilitate the likelihood of a programme's success.
Semi-structured interviews were conducted with 14 adults who use an SGD. These interviews were analysed for content themes.
Thematic analysis revealed that participants perceived that new SGD learners would benefit from mentoring by experienced SGD communicators. Participants considered benefits for new learners would include the opportunity to see successful use of an SGD and the opportunity to receive support and guidance from someone who has a shared experience of learning to use an SGD. Participants considered benefits for mentors to include the satisfaction gained from helping new learners. Participants suggested guidelines for establishing a programme and areas in which SGD mentors would require training.
Participants indicated a need for a mentoring programme to improve SGD use. Such a programme might help address challenges that those new to learning an SGD encounter.
... 2). Mentorship programs aimed at these periods are de-signed to ease transitional anxieties, improve social competence, and improve the disability-related skill set and motivation needed to succeed (Burgstahler, 2002(Burgstahler, , 2003(Burgstahler, , 2006Coombs-Richardson;Powers et al., 1995;Seeger, 2007;Stumbo et al., 2008;Wilson). ...
... To maximize outcomes, mentorship programs, however, need to be well designed, implemented and evaluated Packard, 2004;Stumbo et al., 2008). An important part of that plan includes details on optimal mentee/mentor selection and matching criteria (Karcher et al., 2005;Viadero, 2006). ...
Individuals with disabilities are attending postsecondary institutions at higher rates than ever before, although many struggle to adjust in college environments. On one hand, higher education positively correlates with better employment outcomes, while on the other, higher edu-cation represents more stringent academic requirements and more diffused disability supports. One intervention used to check the 'trauma' of transition from high school to postsecondary education is mentoring. This article describes four successful mentorship programs, in various stages of maturity, which are currently funded by the National Science Foundation. The case studies describe the structure of each program, recruitment strategies, the students involved, and outcomes achieved to date. Implications or 'lessons learned' are also discussed to provide other important information and impetus for those anticipating such programs.
... Ultimately, given the wealth of research demonstrating the importance of creating welldesigned mentoring programs [34] and of providing thorough training and guidance to mentors [35], gaining an understanding of the mentoring relationship between faculty and staff and students with IDs is critical to ensuring the success of such mentoring partnerships. The in-depth qualitative data gathered from this study can be used by institutes of higher education and IPSE programs to create more structured mentoring programs for mentees with IDs and provide more tailored guidance and support to mentors. ...
As the number of inclusive postsecondary education (IPSE) programs in the United States increases, a greater number of young adults with an intellectual disability (ID) are attending college. To ensure students with IDs have the same opportunity to succeed in the postsecondary education environment as their peers without disabilities, it is critical that research is conducted to explore the support mechanisms that contribute to successful outcomes for this population. To address existing gaps in the literature, the present study involved a qualitative investigation of the experiences of faculty and staff mentors who formally mentored students with ID over the course of one academic year. Four themes provided unique insights into (1) the activities that were undertaken by faculty and staff mentors to help students meet their academic, employment, independent living, and personal development goals; (2) common challenge areas related to the mentoring program and dyad partnerships; (3) areas of student growth; and, finally, (4) how impactful the mentoring experience was for faculty and staff mentors. By providing a timely and novel contribution to the mentoring literature, the findings from this study can inform the development of mentoring programs within IPSE settings that will promote positive postsecondary outcomes for students with IDs.
... As a social institution, institutions of higher learning (IHL) play important roles to enable all social categories including PWD to acquire education (Stumbo, Lindahl-Lewis & Blegen, 2008). Universiti Utara Malaysia (UUM) as a public academic provider supports inclusive education when offers places and academic programmes for students with disabilities (SWD). ...
The inclusivity of students with disabilities into the mainstream education is getting more attention when all institutions of higherlearning, public and private, are expected to implement the disability inclusion policy. Universiti Utara Malaysia (UUM) has beensupporting the potential of students with disabilities by offering academic programmes. This study examines the policy regardinginclusivity for people/students with disabilities and services provided. Using a qualitative approach, the primary data were obtained through the interviews with the officer of Student Affairs Department (HEP) and three disabled students. Responses were recorded, transcribed and analysed using thematic approach. HEP was selected since the Department involves with students affairs and provides services for students with disabilities. A focus group discussion was held with the three students, taking different programmes, and having different type of impairments. The study found that: (a) UUM has adopted the PWD Guideline by the Ministry of Education; (b) UUM supports the inclusivity education when students with disabilities are offered to enrol into the academic programmes; and (c) services offered for students with disabilities are limited. It is recommended for the institution to have a written disability policy that suitable with the surrounding and environment of the campus and education. At the same time, its true implementation is essential along with the application of the social model in materialising the inclusivity concept.
... Anecdotal evidence, primarily from educators, begins to explain this gap. Explanations include negative attitudes of instructors and peers towards disabled students [4], lack of preparation due to exclusion from advanced STEM courses in high school [5], scarcity of mentors with disabilities [6], lack of education and resources for faculty desiring to implement accessible pedagogy [7], and individualistic faculty culture preventing broad implementation of universal design for learning practices [7]. A long list of specific physical barriers have been chronicled in recent review articles [7], [8]. ...
italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:
This study uncovered specific benefits, challenges, and facilitators to participating in undergraduate research for physically disabled students (PDSs) taken directly from students themselves.
Background:
Disabled students (DSs) earn bachelor’s degrees and gain employment in STEM careers at rates lower than their peers. The paradigm shift in undergraduate STEM education from lecture-based to inquiry-based learning is an opportunity to explore new options for including DSs. Little is known about designing inquiry-based learning settings for DSs.
Research Question:
This article seeks to increase the understanding of how to support PDSs in inquiry-based settings. Specifically, the authors documented the experiences of PDS in a summer undergraduate research program to uncover: 1) benefits they receive from participating; 2) specific challenges these students face; and 3) novel ways to facilitate participation.
Methodology:
The authors conducted semistructured interviews of five undergraduate PDS, who participated in a summer research program. The paper reports representative student responses across themes related to benefits, challenges, and facilitators of success in the program.
Findings:
The students enjoyed many benefits typically gained from undergraduate research, most notably career clarification. Additionally, the students experienced personal growth, including improved self-advocacy, increased confidence in their independence, and greater understanding of limitations. The main facilitator was the positive attitudes of research mentors. A principal challenge was the lack of knowledge about disability in peers without disabilities who participated in the program.
... The inclusion of students with disabilities into mainstream education is getting more attention recently. As a social institution, institutions of higher learning (IHL) play an important roles to enable all social catogaries including person with disabilites to acquire education (Stumbo, Lindahl-Lewis & Blegen, 2008). Universiti Utara Malaysia (UUM) as a public education provider has been supporting towards inclusive education for PWD. ...
The inclusion of students with disabilities into mainstream education is getting more attention recently. At the tertiary level, the Ministry of Education is encouraging and expecting each institution of higher learning (IHL), both public and private, to implement the disability inclusion policy meant for students with disabilities. Universiti Utara Malaysia (UUM) has been supporting inclusive education by offering places and programmes for students with disabilities for a few years back. It is the objective of this study to look at the UUM’s policy and services provided for students with disabilities. Using a qualitative approach, the primary data were obtained from the interview with the officer and disabled students at UUM while the secondary data were gathered from the policy, reports and other written works. The study found that: (a) although supporting inclusive education for students with disabilities, UUM at present has no disability policy; (b) overall, students with disabilities are satisfied with the services provided by UUM except in few aspects. It is recommended for UUM to have a disability inclusion policy that is suitable with the environment of UUM as well as to improve any deficiencies and barriers to support and enhance the well-being of students with disabilities.
... Several studies indicate that peer mentoring may support skill development for young adult mentees and mentors with developmental disabilities (DD) [1][2][3][4]. Mentoring programs structured around the achievement of specific goals and/or specific skills are referred to as "instrumental mentoring" [5]. While specific outcomes, such as increased social or vocational skills may be emphasized in instrumental mentoring relationships, successful attainment of those outcomes is hypothesized to depend on personal characteristics of the mentoring dyad, such as shared interests and identities. ...
Purpose: Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles. Research questions: (1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles?
Methods: Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17–35) with multiple mentoring experiences.
Results: Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors.
Conclusions: While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships.
• Implications for Rehabilitation
• Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities.
• In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship.
• Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring.
• With supports and training, young adults with developmental disabilities can successfully execute the complex relational and teaching tasks required of peer mentoring.
... These potential outcomes are particularly relevant for transition-age youth (ages 15 to 20) with intellectual and/or developmental disabilities (IDD) and may help address decreased rates of social participation and employment (Bedell et al., 2013;Harris Interactive, 2010;Shattuck, Orsmond, Wagner, & Cooper, 2011). Despite these potential benefits, historically, few mentoring programs have included this population in either the mentor or mentee role (Ahrens, Dubois, Lozano, & Richardson, 2010;Bell, 2012;Britner et al., 2006;Shpigelman & Gill, 2012;Stumbo, Blegen, & Lindahl-Lewis, 2008). Individuals with IDD have had success in roles similar to mentoring, such as supporting skill development as peer tutors (Bobroff & Sax, 2010;Hibbert, Kostinas, & Luiselli, 2002), further highlighting the potential of peer mentoring in supporting positive outcomes for transition-age youth with IDD. ...
The purpose of this study was to examine the role of the self-disclosure process in regard to connection development and relationship quality in peer mentoring relationships between transition-age youth (ages 15-20) and young adults (ages 18-36) with intellectual and/or developmental disabilities. Self-disclosure is defined as "the disclosure of inner feelings and experiences to another person" that "fosters liking, caring, and trust, thereby facilitating the deepening of close relationships" (Reis & Shaver, 1988, p. 372). Nine peer mentoring dyads with varied interpersonal connections were purposefully selected from a larger intervention study. Recorded mentoring conversations were analyzed for self-disclosure content and peer mentor response. The findings demonstrated trends related to connection development and differences across degree of connection. In relationships with stronger connections, there was a higher quantity of self-disclosure and more frequent disclosure of emotions, and peer mentors responded more frequently with advice and reciprocated self-disclosure. Implications of findings for promoting higher-quality peer mentoring relationships are discussed.
... A handful of case studies and review articles have called for mentoring programs for individuals with disabilities, but empirical evidence is limited about outcomes for youth with disabilities in mentoring programs. [17][18][19][20] We know of no similar demonstrations of the benefits of mentoring for youth with ASD. Given that there are few known therapeutic modalities for these adolescents, mentoring programs may be a promising means for providing this population of youth with regular social contact and the opportunity to develop and practice problem-solving, self-motivational, interpersonal, and social skills. ...
A small pilot program of 9 youth 13 to 18 years old with high-functioning autism spectrum disorder (ASD) or Asperger’s syndrome assessed the feasibility, acceptability, and potential efficacy of an individualized mentoring program. Youth met weekly for 6 months with trained young adult mentors at a local boys and girls club. Participants reported improvements in self-esteem, social anxiety, and quality of life. Participants, parents, mentors, and staff reported that the program improved participants’ social connectedness. Although the pilot study was small, it provides preliminary data that mentoring for youth with ASD has promise for increasing self-esteem, social skills, and quality of life.
... Improving students" chances for success in higher education is important and faculty mentorship may be a key component. "Mentorships are one example of an intervention aimed at decreasing risk factors and increasing the likelihood of success for persons with disabilities" (Stumbo et al., 2008). Intentional mentoring programs for students with disabilities can help ensure these students are academically prepared (Burgstahler & Crawford, 2007) because they help students become acclimated to college and provide them a personal connection on campus. ...
... Mentoring is recognized as a way of exposing a mentee to a positive role model (Jacobi, 1991). It is also a way of providing a mentee with advice and new experiences (Stumbo, Blegen, & Lindahl-Lewis, 2008). Potential benefits for the new SGD learner include enhanced support in learning the SGD and an opportunity for a relationship with a positive role model. ...
Learning to use a speech generating device (SGD), also known as a voice output communication aid (VOCA), is a challenging experience for new device learners. These learners typically rely on training from speech-language pathologists (SLPs) and may not meet other users who are competent SGD communicators. The aim of this study was to explore SLPs' perceptions of the important components of a program where adults who use an SGD mentor new learners. A total of 17 SLPs experienced in augmentative and alternative communication (AAC) participated in one of three focus groups. The focus group discussions were analysed for content themes and these were verified with participants. Thematic analysis revealed that experienced SLPs perceived that a mentoring program to improve SGD use might help people new to using SGDs. Participants were positive about SLPs collaborating with SGD mentors to support new learners. They suggested ways in which SLPs could provide assistance and guidelines for establishing a mentoring program. Potential benefits identified for new learners included opportunities to view successful use of an SGD in everyday settings and to receive support and guidance. Benefits for mentors included the satisfaction of helping new learners.
Multiple learning theories encourage the use of role models within K‐12 settings and have guided research on role model representation to diversify the pursuit of science, technology, engineering, and mathematics (STEM) fields. Research has been clear on benefits of using role models, primarily focused on promoting gender and racial/ethnic diversity. Yet a critical need that has received less attention is the use of STEM role models for students with disabilities. The present systematic literature review identifies and synthesizes research on STEM role model mentorship programs and/or interventions for K‐12 students with disabilities. Sixteen studies met the inclusion criteria and were coded across categories, with a particular focus on practical recommendations for effective use of STEM role models for students with disabilities and suggestions for future research. Practice‐based recommendations emphasized, for example, the importance of establishing role model‐student rapport and mentors receiving adequate training to best support their mentees. Research‐focused recommendations included determining saliency of program/intervention components. Authors also suggest conducting future studies that investigate effectiveness of matching salient characteristics between role models and mentees. Overall, the findings suggest that STEM role models for students with disabilities is a promising avenue for supporting disability representation in STEM that warrants further investigation.
Positive mentoring experiences for high school students with high academic ability who want more in-depth academic knowledge and real job expectations can contribute to individualized career guidance within the mentor’s profession. This study examined a governor’s school program that is designed as a residential mentorship program for high school students with high academic performance in the areas of engineering and marine science. Evaluation from mentors, mentees, and parents was collected after completing the program. Throughout the evaluations, we learned four lessons to develop a successful mentorship program. Setting goals and expectations, building effective communication, developing the right human resources and training, and building a developmental relationship were important elements to be considered for the development of the mentorship program.
Naima and other students entering Western Sydney University come from culturally and linguistically diverse backgrounds, for whom university – its systems and procedures – are very challenging. Their admission to the university could be attributed to the Bradley Review’s (2008) targets for expansion and equity in Australian universities.
In the realm of education, the concepts of access, inclusion and heterogeneity have gained acceptance because of both changing educational philosophies and increased sensitivity to the demographic and personal diversity of students and their classrooms, which necessitates strategies to meet the needs of students (Idol, 2006). Traditionally, STEM fields in the USA have struggled with inclusion and to overcome the reality and image of being male-dominated domains – with associated concepts of machoism, perceived inability of women to perform technical jobs and infrastructure lacking flexibilities for engendered needs.
The study sought to determine whether students with disabilities are disadvantaged because of state and institutional performance-based policies providing incentives for 4-year graduation. In a longitudinal study of 32,187 students at a Midwestern Research University, the retention and graduation rates, and mean years to graduation, of students with disabilities were compared with students without disabilities. This study demonstrated that the presence of a disability does not negatively influence eventual graduation, but that it does influence the amount of time to degree completion. However, as the transition to college for students with disabilities can be more difficult, it is important that the institution has interventions in place to assist students with disabilities to assimilate into college. The discussion focuses on policy and practice implications linked to performance-based outcomes related to students with disabilities.
This paper describes how a collaborative interdisciplinary approach between the School of Social Work and Disability and the College of Science, Health & Engineering developed a project proposal for a National Science Foundation grant that is intellectually and academically sound in its multi-tiered approach. It promotes the success of students with disabilities through direct interventions that encourage secondary students to consider Science, Technology, Engineering and Math (STEM) careers. The paper discusses how the proposed project would combine typical disability support services with comprehensive supports that involve peer mentoring by STEM students and faculty, academic advising, with a multidisciplinary team, to promote student recruitment and retention. The proposed multidisciplinary team would include faculty from the School of Social Work and Disability with Faculty of STEM fields such as Engineering and Engineering Technology. The paper also discusses how it proposes to utilize the University's Center for Disability Studies and Universal Access and curriculum for students to embrace their uniqueness as disabled persons in a manner similar to ethnic and women's programs. Further, it has practical implications on the teaching environment by offering pedagogical training relative to universal education to STEM faculty. In the past, many universities have proposed projects that have exposed students with disabilities to STEM career possibilities. The paper details how the proposed project will actively involve interdisciplinary partners from disability support services in a shared alliance with STEM faculty breaking down the silos that often lead to a disconnect for student success and retention. Educating not only how the disabled student can pursue a career in STEM, but educating the STEM faculty on how they can make their courses more universal in access is also important.
Mentorship programs, in which volunteers from the community are paired with students, have proven to be a practical solution for students with academic and behavior problems. Youngsters participating in mentoring programs have higher self-esteem, higher grade point averages, better attendance, and fewer suspensions. A mentorship program requires teamwork between the community and the school, yielding favorable results for students and professionals alike. The information presented in this article provides step-by-step guidelines for developing a mentoring program for students with disabilities.
The effects and predictors of duration in youth mentor relationships were examined. The study included 1,138 young, urban adolescents (Mean age 12.25), all of whom applied to Big Brothers Big Sisters programs. The adolescents were randomly assigned to either the treatment or control group, and administered questions at baseline and 18 months later Adolescents in relationships that lasted a year or longer reported the largest number of improvements, with progressively fewer effects emerging among youth who were in relationships that terminated earlier. Adolescents who were in relationships that terminated within a very short period of time reported decrements in several indicators of functioning. Older adolescents, as well as those who had been referred for services or had sustained emotional, sexual or physical abuse, were most likely to be in early terminating relationships, as were married volunteers aged 26-30 and those with lower incomes. Several dyadic factors were also found to be related to earlier terminations, including race, gender, and relationship quality.
Youth mentoring programs are an increasingly popular intervention, and although successful mentoring relationships can promote a range of positive developmental outcomes, relationships that fail can lead to decrements in a youth’s functioning and self-esteem. The present research develops and validates a youth mentoring relationship quality inventory, based on data from a national evaluation of Big Brothers Big Sisters (BBBS) mentoring programs (N = 347 youth). This tool can be administered to adolescents who have been assigned mentors in order to assess the quality of the relationship as it is forming and to identify dyads that may need additional support before those relationships fail. Implications of such a tool for mentoring interventions and research are discussed.
Editors’ Strategic Implications: Reliability and validity data are presented for a measure of youth’s perceptions of the quality of their mentoring relationship. This measure shows promise as a tool for research and evaluation of a wide array of mentoring programs due to its brevity, demonstrated psychometrics, and straightforward focus on the mentoring relationship.
Understanding the factors that contribute to high-quality mentoring relationships is critical to developing and sustaining effective mentoring programs. In study 1, sixty-three adolescent mentors, from two high schools, were surveyed four to six weeks after being matched with elementary-age mentees. Hierarchical regression models revealed that mentees’ academic and behavioral risk status, parental involvement, and program quality all explained variance in mentor-perceived relationship quality, but none remained significant predictors after mentors’ self-efficacy, motivations for self-enhancement, and assessments of their mentees’ support seeking behaviors were accounted for. Study 2 cross-validates the regression model in study 1 and examines the concurrent validity and predictive validity of a measure of mentoring match characteristics using mid-year and end-of-year assessments from mentees and mentors.
Editors’ Strategic Implications: The focus on mentors’ initial impressions of their mentees and the relationship represents a novel contribution to the study of relationship formation and persistence. The authors provide a promising strategy – and descriptions of specific measures – to help programs study relationships that endure or terminate. Coordinators will benefit from the knowledge that if mentors feel efficacious and if the mentoring relationship is strong, mentors are more likely to persist.
Adolescents with disabilities often experience challenges that impede their self-determination. This study was a controlled field-test of TAKE CHARGE, a multi-element approach to promote adolescent self-determination. The intervention included coaching for adolescents in the application of self-determination skills to achieve personal goals, and peer-based mentorship and parent support experiences for adolescents and their parents. Results indicated that adolescents exposed to TAKE CHARGE demonstrated significantly greater enhancement in their psychosocial adjustment, empowerment, and level of accomplishment than adolescents in the wait-list comparison group. Implications of these findings are discussed and the need for additional research emphasized.
In the United States, nearly one in five persons report some type of long lasting condition or disability (U.S. Bureau of Census, 2000). However, the employment rate for persons with disabilities is 37.5% compared to persons without disabilities at 77.8% (StatsRRTC, 2005). The objective of this study was to examine data from the Behavioral Risk Factor Surveillance System, a survey conducted by the Centers for Disease Control and Prevention, from 1995 through 2003 to determine if there is a significant relationship between type of disability and employment. Results from cross-tabulations and regression analysis show that persons with orthopedic, heart and emotional problems, stroke and diabetes, consistently show the lowest levels of employment. However, the most significant finding was that difficulty performing personal care and routine needs was far more predictive of unemployment than any single diagnosis. Implications for the medical and rehabilitative professions were made.
Mentor relationships have been identified as contributing to resilience in high-risk youth. Despite their promise, as well as a recent increase in volunteer mentoring programs, our understanding of mentor relationships rests on a base of observational data and very few empirical studies. Literature in several fields is reviewed and synthesized as it bears on mentoring. Although the literature converges on the importance of mentor relationships in shaping and protecting youth, many programmatic and conceptual issues remain unresolved. These issues constitute a compelling research agenda for this emerging field.
Summary This publication summarizes research on issues related to positive school and employment outcomes for students with disabilities. Second, it describes one program, DO-IT Scholars, that successfully applies research findings in a cohe - sive set of interventions for students who have disabilities. Last, it shares lessons that can be applied to other college and career preparation programs for teens with disabilities.
Recent studies of innovative supports and services in postsecondary education reveal more effective and cooperative mechanisms with which to provide supports to individuals with disabilities (Stodden, Jones, & Chang, 2003; Whelley, Hart, & Zafft, 2003). Colleges and universities can design supports that permit consumer choice while avoiding establishment of isolating parallel "service systems." Providing individual supports for students with significant disabilities will establish new and creative alliances driven by wishes and dreams of the students. This paper is a participant observation, discussing individual and collaborative supports, providing a discussion of and recommendations for effective strategies, and presenting successful students who have pursued their dreams of postsecondary education.
As a result of a combination of legislative, academic and social changes, increased numbers of students with disabilities are considering post-secondary education as a viable option [2]. Students with disabilities view access to post secondary education as (1) an opportunity to enhance their chances of obtaining and maintaining employment [1], (2) a means of earning a higher annual income [4], and (3) a pathway to life-long independence and a greater quality of life. With a greater number of students with disabilities enrolling in colleges and universities nationwide, it is become more apparent however, that many campuses are not equipped to meet the unique and varied needs of these students. Just because access to post-secondary education is increasing for students with disabilities, it does not always follow that students selecting this option will discover welcoming, supportive campus climates, programming and services that will facilitate choice, independence, and social participation, or adequate supports to promote academic success. Even at universities that have a solid record of developing and implementing model service delivery activities in support of students with disabilities, it is questionable as to whether these activities have, to any significant degree, impacted the underlying campus climate.
This issue brief discusses the benefits of mentoring for youth with disabilities and strategies for encouraging mentoring. It begins by discussing research that has demonstrated the effectiveness of mentoring and different types of mentoring, including a new model of electronic mentoring that is increasing in popularity. A chart shows how mentoring programs can be made more accessible for youth with disabilities and recommendations are provided for encouraging inclusion of youth with disabilities in mentoring programs. Key strategies for creating mentoring programs that include youth with disabilities are explained and include: (1) establish a clear structure, be careful about handling the discourse of disability-related information, and systematically use accommodations; (2) support youth in understanding and discussing their disabilities by being open to discussion of disabilities in the mentoring relationship; (3) support mentors by periodically communicating with them about the progress or challenges in the mentoring process; (4) assure that the mentoring program is set up to support and facilitate regular, ongoing communication between mentors and proteges; (5) build into the mentoring program an adequate means of screening mentors; and (6) require parents to sign a consent form giving permission to the youth to participate in the program. (CR)
Discusses the impact that mentoring programs can have on the academic achievement and social development of young African American males. Provides steps for starting a mentoring program, examines the mentor's role, offers suggestions for mentor-student interactions, and offers some cautionary considerations, such as legal ramifications and school policies. (RJM)
Whereas mentoring programs are well received as support services, very little empirical research has been conducted to assess the effectiveness of these programs to meet the diverse needs of different special populations of youth. Potentially useful theoretical orientations (attachment, parental acceptance-rejection, social support, adult development, host provocation) and a sociomotivational model of mentoring are presented to complement Rhodes's (2002) model. Mentoring research literatures for five special populations of youth (abused and neglected youth, youth who have disabilities, pregnant and parenting adolescents, juvenile offenders, academically at-risk students) are critiqued. Systemic, longitudinal research must address the cooccurrence of risk factors, populations, and interventions. We conclude with specific recommendations for future research. © 2006 Wiley Periodicals, Inc.
Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. What is missing, however, is research on the processes by which mentors influence developmental outcomes. In this article, we present a conceptual model of the mentoring process along with a delineation of some of the current research on what makes for more effective mentoring relationships. A set of recommendations for future research is offered. © 2006 Wiley Periodicals, Inc.
Initiatives to promote mentoring relationships in the lives of young people have become immensely popular in recent years. Programs with this aim now number well into the thousands and benefit from significant levels of governmental, corporate, and philanthropic support. The research base that is necessary to inform the practice of mentoring, by comparison, has lagged behind. To address the field's need for a stronger scientific foundation, MENTOR/National Mentoring Partnership convened the National Research Summit on Mentoring in 2003. A policy brief that resulted from the summit identified several priority areas for future research on youth mentoring, as well as strategic mechanisms to support this work. This special issue features reports from working groups at the summit that were organized around the following themes: evaluation and research methodology, relationships, programs, contexts, special populations, developmental and cultural perspectives, and community organizing and advocacy. Collectively, the reports highlight the need for research to clarify a wide range of important theoretical and pragmatic issues in efforts to promote effective mentoring of youth. © 2006 Wiley Periodicals, Inc.
A conceptual model was tested in which the effects of mentoring relationships on adolescents' academic outcomes were hypothesized to be mediated partially through improvements in parental relationships. The parameters of the model were compared with those of an alternative, in which improved parental relationships were treated as an outcome variable rather than a mediator. The study included 959 young adolescents (M age = 12.25 years), all of whom applied to Big Brothers Big Sisters programs. The adolescents were randomly assigned to either the treatment or control group and administered questions at baseline and 18 months later. The hypothesized model provided a significantly better explanation of the data than the alternative. In addition to improvements in parental relationships, mentoring led to reductions in unexcused absences and improvements in perceived scholastic competence. Direct effects of mentoring on global self-worth, school value, and grades were not detected but were instead mediated through improved parental relationships and scholastic competence. Implications of the findings for theory and research are discussed.
Access to health care is an area of interest for a number of disciplines and sub-disciplines in, for example, medical sociology and health policy. However, an examination of texts in these areas shows that the sub-disciplines are mainly aspatial. When space is addressed, it is often problematic in that earlier geographical work is not cited. By tending to ignore the existing literature and proceeding to reinvent the wheel, it has reproduced some of the conceptual and methodological problems associated with some of the earlier literature. This paper reviews the spatial work in medical sociology and health policy texts and journal articles on the theme of access to and utilization of health care, paying particular attention to the contribution of medical geography and medical geographers. It then examines the potential contribution of medical geography, by attempting to locate space in its wider context.
Enduring and supportive mentoring relationships can powerfully influence the course and quality of adolescent lives. As mentoring continues to expand, community agencies are implementing alternatives to the traditional one-on-one mentoring mode. Such efforts may help to reach youth who might otherwise fall through the cracks.
Workplaces are ideal contexts for mentoring relationships between adults and older youth. To teach the competencies required in contemporary workplaces (many of which are equally useful in other settings), mentors need to use sophisticated teaching behaviors, which the authors characterize as reflective questioning and problem solving.
Evidencebased practices that promote employment of people with disabilities
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Opening doors: Mentoring on the Internet
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