This applied qualitative dissertation was designed to examine how administrators design, implement, and perceive undergraduate students’ involvement in peer mentorship programs for students with intellectual and developmental disabilities including autism spectrum disorders. An interview protocol was designed and used to collect data from college administrators to investigate how they describe their colleges’ involvement in peer mentorship programs for students with intellectual and developmental disabilities. Individual interviews with six participants who are university administrators confirmed that they were in favor of staff and faculty training. University administrators could apply the insights gained to improve training for staff and faculty. Another finding was programs for students with intellectual and developmental disorders can help with the challenges encountered by college students with intellectual and developmental disabilities. Those programs allow college students with intellectual and developmental disabilities to thrive in educational settings. It is recommended that future qualitative studies include larger and more diverse groups of participants from various colleges and universities. It is also recommended that the research include institutions from multiple states rather than focusing on a single state, which would provide a broader perspective.
| Date of Award | Jan 1 2024 |
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| Original language | English |
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| Supervisor | Linda Gaughan (Supervisor), Derek Mann (Advisor) & Kimberly Durham (Advisor) |
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