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Mentoring University Students with ASD: A Mentee-centered Approach / Nicole ROBERTS in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
[article]
Titre : Mentoring University Students with ASD: A Mentee-centered Approach Type de document : Texte imprimé et/ou numérique Auteurs : Nicole ROBERTS, Auteur ; Elina BIRMINGHAM, Auteur Article en page(s) : p.1038-1050 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Mentorship Mentee Mentor Self-advocacy University Index. décimale : PER Périodiques Résumé : This study presents a conceptual understanding of how mentorship is experienced by the participants of a mentorship program for university students with Autism Spectrum Disorder. We interviewed the participants of the Autism Mentorship Initiative at Simon Fraser University. A grounded theory approach was used to systematically organize data from interviews and documents to reveal themes that were salient to the mentees (students with autism; n?=?9) and mentors (neurotypical students; n?=?9). The following five main themes were identified and interrelated under the core theme of A Mentee-centered Approach: (1) The Natural Progression of the Relationship, (2) The Supportive Mentor, (3) The Meeting Process, (4) Identifying and Implementing Goals, and (5) Learning Together. An in-depth analysis of a mentorship process is described. En ligne : http://dx.doi.org/10.1007/s10803-016-2997-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1038-1050[article] Mentoring University Students with ASD: A Mentee-centered Approach [Texte imprimé et/ou numérique] / Nicole ROBERTS, Auteur ; Elina BIRMINGHAM, Auteur . - p.1038-1050.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1038-1050
Mots-clés : Autism spectrum disorder Mentorship Mentee Mentor Self-advocacy University Index. décimale : PER Périodiques Résumé : This study presents a conceptual understanding of how mentorship is experienced by the participants of a mentorship program for university students with Autism Spectrum Disorder. We interviewed the participants of the Autism Mentorship Initiative at Simon Fraser University. A grounded theory approach was used to systematically organize data from interviews and documents to reveal themes that were salient to the mentees (students with autism; n?=?9) and mentors (neurotypical students; n?=?9). The following five main themes were identified and interrelated under the core theme of A Mentee-centered Approach: (1) The Natural Progression of the Relationship, (2) The Supportive Mentor, (3) The Meeting Process, (4) Identifying and Implementing Goals, and (5) Learning Together. An in-depth analysis of a mentorship process is described. En ligne : http://dx.doi.org/10.1007/s10803-016-2997-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees Type de document : Texte imprimé et/ou numérique Auteurs : Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Mitra NASEH, Auteur ; Shanna L. BURKE, Auteur Article en page(s) : p.1281-1289 Langues : Anglais (eng) Mots-clés : Developmental disability Intellectual disability Mentee Mentor Mentoring Workshop Index. décimale : PER Périodiques Résumé : Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees. En ligne : http://dx.doi.org/10.1007/s10803-020-04599-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1281-1289[article] Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Mitra NASEH, Auteur ; Shanna L. BURKE, Auteur . - p.1281-1289.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1281-1289
Mots-clés : Developmental disability Intellectual disability Mentee Mentor Mentoring Workshop Index. décimale : PER Périodiques Résumé : Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees. En ligne : http://dx.doi.org/10.1007/s10803-020-04599-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445