Perspectives on Inclusion: Near-Peer Mentoring Relationships Between College Students With & Without Intellectual & Developmental Disabilities

Through passage of the Higher Education Opportunity Act, students with IDD have greater access to inclusive post-secondary education (IPSE) programs (Grigal et al., 2021). Near-peer mentors in IPSE programs facilitate support for students with IDD in academics, employment, social supports and campus access (Carter et al., 2018). Beyond Griffin et al. (2016), few studies have been conducted to understand the impact of peer mentoring relationships on students with IDD and peer mentors. This study explores perspectives of peer mentors on their role, personal growth, and relationships created through IPSE programs. A 19-item Peer Mentor Survey was administered to peer mentors at four Pennsylvania universities in academic years 2021-2022 and 2022-2023. This proposal offers a cross-sectional analysis of two Duquesne University cohorts. Descriptive data and preliminary thematic analysis of open-ended items were conducted to understand the peer mentoring relationships established on-campus. Sixteen peer mentors completed the instrument and most frequently majored in occupational therapy (30%), speech language pathology (25%), and psychology (12%). Data demonstrated that mentors expanded definitions and demonstrated deeper commitment to inclusion (31%), increased advocacy efforts (25%) and person-centered thinking (19%). Building friendships (56%) and goal attainment of peers with IDD (37%) were noted as highlights. Finding role balance between mentor and friend (31%) was a noted challenge. This study speaks to the reciprocal nature of relationships formed between peers in IPSE programs. Findings identified positive outcomes for mentors such as obtaining clinical values and skills (e.g., use of person-centered approaches), and increased advocacy for inclusion. Mentors can apply these practices in their future careers as OT practitioners. OTs can use near-peer models to support people with IDD in IPSE, but also in pediatric, school-based and health care settings.

References

Carter, E.W., Gustafson, J.R., Mackay, M.M., Martin, K.P., Parsley, M.V., Graves, J., . . . & Cayton, J. (2019). Motivations and expectations of peer mentors within inclusive higher education programs for students with intellectual disability. Career Development and Transition for Exceptional Individuals, 42(3), 168–178. https://doi.org/10.1177/2165143418779989

Griffin, M.M., Wendel, K.F., Day, T.L., & McMillan, E.D. (2016). Developing peer supports for college students with intellectual and developmental disabilities. Journal of Postsecondary Education and Disability, 29(3), 263–269.

Grigal, M., Hart, D., Papay, C., Wu, X., Lazo, R., Smith, F., & Domin, D. (2021). Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020).