Abstract
As inclusive postsecondary education programs have grown and improved towards more campus access for college students labeled with an intellectual disability, peer mentoring is a common model for such programs. Peer mentors from one private institution were asked to describe their experiences and perspectives of campus inclusion after participating in a training program designed to increase their understanding of disability within a social justice lens. Mentors shared the personal and professional benefits of mentoring, for both themselves and for students labeled with an intellectual disability, and noted recommendations for how programs can increase access to college in order to improve equity and relational support models within inclusive postsecondary education and beyond. This research is applicable to teacher education programs preparing special educators who will be qualified to teach in transition programs, and more broadly to any preservice and professional teachers who work with students with disabilities. Using a Critical Disability Theory lens, this paper seeks to provide suggestions for how to support and include people labeled with an intellectual disability, raise awareness about disability, and promote appreciation and opportunities for people with disabilities.
Recommended Citation
Sarchet, L. N., Love, K., & Mock, M. (2025). Tips for Inclusive Postsecondary Education Programs on College Campuses: Peer Mentors’ Perspectives on Access and Inclusion. Excelsior: Leadership in Teaching and Learning, 17(2). CCBY.
Included in
Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
