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Title of the item:

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

Title :
Applying the Self-Determination Theory to Develop a School-to-Work Peer Mentoring Programme to Promote Social Inclusion
Author(s) :
Fisher, Marisa H. (ORCID 0000-0003-4938-4773) ; Athamanah, Lindsay S.; Sung, Connie (ORCID 0000-0001-7564-3738) ; Josol, Cynde Katherine
Source :
Journal of Applied Research in Intellectual Disabilities, v33 n2 p296-309 Mar 2020. 14 pp.
Availability :
Not available from ERIC
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: ; Web site:
Peer Reviewed :
Descriptors :
Self Determination, Mentors, Inclusion, Peer Relationship, Intellectual Disability, Developmental Disabilities, Motivation, Individual Development, Program Development, Program Effectiveness, Program Improvement
Abstractor :
As Provided
Number of References :
Language :
Number of Pages :
Publication Type :
Journal Articles; Reports - Descriptive
Journal Code :
Entry Date :
Accession Number :
Academic Journal
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.
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