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Individuals with disabilities are attending postsecondary institutions at higher rates than ever before, although many struggle to adjust in college environments. On one hand, higher education positively correlates with better employment outcomes, while on the other, higher education represents more stringent academic requirements and more diffused disability supports. One intervention used to check the ‘trauma’ of transition from high school to postsecondary education is mentoring. This article describes four successful mentorship programs, in various stages of maturity, which are currently funded by the National Science Foundation. The case studies describe the structure of each program, recruitment strategies, the students involved, and outcomes achieved to date. Implications or ‘lessons learned’ are also discussed to provide other important information and impetus for those anticipating such programs.
Stumbo, Norma J.; Martin, Jay K.; Dan Nordstrom; Tina Rolfe; Sheryl Burgstahler; Jean Whitney; Langley - Turnbaugh, Samantha; Lynn Lovewell; Babette Moeller; Randy Larry; and Ed Misquez
"Evidence-based Practices in Mentoring Students with Disabilities: Four Case Studies,"
Journal of Science Education for Students with Disabilities: Vol. 14
1, Article 4.
Available at: https://scholarworks.rit.edu/jsesd/vol14/iss1/4