Applying the Self-Determination Theory to Develop a School-to-Work Peer Mentoring Programme to Promote Social Inclusion

Autor/inn/en	Fisher, Marisa H.; Athamanah, Lindsay S.; Sung, Connie; Josol, Cynde Katherine
Titel	Applying the Self-Determination Theory to Develop a School-to-Work Peer Mentoring Programme to Promote Social Inclusion
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 33 (2020) 2, S.296-309 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fisher, Marisa H.) ORCID (Sung, Connie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12673
Schlagwörter	Self Determination; Mentors; Inclusion; Peer Relationship; Intellectual Disability; Developmental Disabilities; Motivation; Individual Development; Program Development; Program Effectiveness; Program Improvement + Suchen Sie Ihr Suchwort? Selbstbestimmung; Inklusion; Peer-Beziehungen; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; psychologische; Motivation (psychologisch); Individuelle Entwicklung; Programmplanung
Abstract	Abstract Social inclusion of individuals with intellectual and developmental disabilities (IDD) is related to positive mental health and social outcomes; yet, individuals with IDD experience societal barriers that limit opportunities for community participation. Providing opportunities for interactions between individuals with and without IDD through peer mentoring may diminish barriers and improve community inclusion. Guided by the self-determination theory, the current report describes the development of a peer mentoring programme to promote the natural process of building intrinsic motivation and personal growth through opportunities for individuals without disabilities to socialize with individuals with IDD on a large university campus and throughout the surrounding community. The theoretical framework that informed the development of the peer mentoring programme is described, as well as the participants, the setting in which the programme is situated, the structure of the programme, the initial impacts and improvement of the programme over time, including approaches to sustainability, and implications for future research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01