Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience
Students with intellectual and developmental disabilities (SWIDD) often require academic, employment, and social support to be successful in inclusive postsecondary education programs. One way to provide support in these areas is via peer mentorship. In addition to SWIDD obtaining the support they...
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| Language: | English |
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Mason Journals
2025-04-01
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| Series: | Journal of Inclusive Postsecondary Education |
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| Online Access: | https://journals.gmu.edu/jipe/article/view/3835 |
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| author | Jeremy Ford Julianne Wenner Andrew Scheef |
| author_facet | Jeremy Ford Julianne Wenner Andrew Scheef |
| author_sort | Jeremy Ford |
| collection | DOAJ |
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Students with intellectual and developmental disabilities (SWIDD) often require academic, employment, and social support to be successful in inclusive postsecondary education programs. One way to provide support in these areas is via peer mentorship. In addition to SWIDD obtaining the support they need; peer mentors also benefit from the relationships that are established. This qualitative case study examined the impacts of a peer mentorship program associated with an inclusive postsecondary education program on Special Education Teacher Candidates (SETCs). The program existed as a service-learning portion of a course focused on secondary special education. Key findings included: 1) SETCs developed a better sense of disability; 2) learned to see SWIDD as peers; and 3) made connections to the importance of transition planning for students even while in elementary school. Based on the findings of this study, those who prepare special education teachers should consider providing SETCs with opportunities to work with SWIDD in inclusive postsecondary education settings.
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| format | Article |
| id | doaj-art-e7cf4023b68e4d2c9b445167d6a9aa5f |
| institution | DOAJ |
| issn | 2642-8679 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Mason Journals |
| record_format | Article |
| series | Journal of Inclusive Postsecondary Education |
| spelling | doaj-art-e7cf4023b68e4d2c9b445167d6a9aa5f2025-08-20T03:17:44ZengMason JournalsJournal of Inclusive Postsecondary Education2642-86792025-04-016210.13021/jipe.2024.3835Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field ExperienceJeremy Ford0Julianne Wenner1Andrew Scheef2Boise State UniversityClemson UniversityUniversity of Idaho Students with intellectual and developmental disabilities (SWIDD) often require academic, employment, and social support to be successful in inclusive postsecondary education programs. One way to provide support in these areas is via peer mentorship. In addition to SWIDD obtaining the support they need; peer mentors also benefit from the relationships that are established. This qualitative case study examined the impacts of a peer mentorship program associated with an inclusive postsecondary education program on Special Education Teacher Candidates (SETCs). The program existed as a service-learning portion of a course focused on secondary special education. Key findings included: 1) SETCs developed a better sense of disability; 2) learned to see SWIDD as peers; and 3) made connections to the importance of transition planning for students even while in elementary school. Based on the findings of this study, those who prepare special education teachers should consider providing SETCs with opportunities to work with SWIDD in inclusive postsecondary education settings. https://journals.gmu.edu/jipe/article/view/3835inclusionpostsecondary educationteacher educationintellectual disabilitydevelopmental disbility |
| spellingShingle | Jeremy Ford Julianne Wenner Andrew Scheef Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience Journal of Inclusive Postsecondary Education inclusion postsecondary education teacher education intellectual disability developmental disbility |
| title | Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience |
| title_full | Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience |
| title_fullStr | Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience |
| title_full_unstemmed | Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience |
| title_short | Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience |
| title_sort | special education teacher preparation and inclusive postsecondary education effects of a peer mentorship field experience |
| topic | inclusion postsecondary education teacher education intellectual disability developmental disbility |
| url | https://journals.gmu.edu/jipe/article/view/3835 |
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