Review of evidence-based mentoring programmes for students with disabilities from 2010 to 2021

Cardinot, Adriana, & Flynn, Paul. (2022). Review of evidence-based mentoring programmes for students with disabilities from 2010 to 2021. Galway: Centre for Pedagogy and Public Engagement Research, School of Education, NUI Galway. https://doi.org/10.13025/w9ta-9770

Abstract

International educational reports have shown an increase in the number of students with any disability enrolling in tertiary education. This increase is recognised in the rising number of public policies that aim to ensure the inclusion and access of this population in universities. However, despite this, many students with disabilities still encounter a number of barriers in transitioning to post-secondary education including the social transition into life as a university student. Institutional mentoring programmes have emerged as interventions that have the potential to provide peer support and reduce isolation in higher education. However, there is little understanding of how this type of intervention could benefit students with disabilities, in mentor and mentee roles. Employing a rapid evidence assessment protocol, the research team searched through academic and grey literature databases to collate, synthesise and compare empirical studies describing mentoring programmes, interventions or initiatives in which undergraduates with disabilities acted as mentors or mentees. The search was limited to studies published between 2010 and 2021. Search strings and key terms were defined through an initial review of Irish and international special education policy documents. Data was extracted onto a spreadsheet, and the title and abstract assessed by two independent researchers. The results obtained in this study present evidence of the multiple benefits of mentoring programmes for/by students with disabilities to facilitate the transition to higher education. In particular, the mentoring studies reviewed showed that participation in such programmes can have an impact on mentors and mentees feeling of empowerment, sense of belonging in the university. This report is drawn from more detailed research publications (forthcoming)

Publisher

Centre for Pedagogy and Public Engagement Research, School of Education, NUI Galway

Rights

CC BY-NC-ND 3.0 IE

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Collections

School of Education (Reports)