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Examining the Process of Mentorship as an Instructional Strategy for Postsecondary Students with Intellectual Disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining the Process of Mentorship as an Instructional Strategy for Postsecondary Students with Intellectual Disabilities./
Author:	McCallum, Melonie L.
Description:	1 online resource (202 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355912197

Examining the Process of Mentorship as an Instructional Strategy for Postsecondary Students with Intellectual Disabilities.
McCallum, Melonie L.

Examining the Process of Mentorship as an Instructional Strategy for Postsecondary Students with Intellectual Disabilities. - 1 online resource (202 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (D.Ed.)--Capella University, 2018.

Includes bibliographical references

Comparatively, higher education supports are profoundly different from those tendered in K--12 systems, as special education services offered and framed by the Individualized Education Plan (IEP) do not migrate on to higher education settings. The distinction between the levels of support offered in grades K--12 for students with intellectual disabilities could potentially have vital repercussions on attendance, navigating and accessing learning in a postsecondary setting. There is limited data to support the use and efficiency of mentors in postsecondary settings for those students with intellectual disabilities. The purpose of this basic qualitative research study was to examine how mentorships are utilized in higher education settings for those students with cognitive impairments. The study involved interviews, program documents, and member check responses to triangulate data for this research. The findings provided a better understanding of the use of mentors for students with developmental disabilities attending a postsecondary education setting. The sample consisted of mentors with at least one year of experience assisting students with intellectual disabilities navigate their college experience. Interviews were used to extrapolate mentor impressions about their duties and experiences with this group. Data indicated that mentorships were a vital component to this inclusive university program. Data collected could be used in K--12 settings to change the attitudes of educators, orient parent, potential students to inclusive practices when pursuing advanced degrees. In addition to improving perceptions and outlining the possibilities students with intellectual disabilities could receive in higher education, K--12 leaders need to ready staff, parents and the community by developing training programs to better prepare these students to attend college.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355912197Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Examining the Process of Mentorship as an Instructional Strategy for Postsecondary Students with Intellectual Disabilities.
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520 $a Comparatively, higher education supports are profoundly different from those tendered in K--12 systems, as special education services offered and framed by the Individualized Education Plan (IEP) do not migrate on to higher education settings. The distinction between the levels of support offered in grades K--12 for students with intellectual disabilities could potentially have vital repercussions on attendance, navigating and accessing learning in a postsecondary setting. There is limited data to support the use and efficiency of mentors in postsecondary settings for those students with intellectual disabilities. The purpose of this basic qualitative research study was to examine how mentorships are utilized in higher education settings for those students with cognitive impairments. The study involved interviews, program documents, and member check responses to triangulate data for this research. The findings provided a better understanding of the use of mentors for students with developmental disabilities attending a postsecondary education setting. The sample consisted of mentors with at least one year of experience assisting students with intellectual disabilities navigate their college experience. Interviews were used to extrapolate mentor impressions about their duties and experiences with this group. Data indicated that mentorships were a vital component to this inclusive university program. Data collected could be used in K--12 settings to change the attitudes of educators, orient parent, potential students to inclusive practices when pursuing advanced degrees. In addition to improving perceptions and outlining the possibilities students with intellectual disabilities could receive in higher education, K--12 leaders need to ready staff, parents and the community by developing training programs to better prepare these students to attend college.
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