Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors (n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

中文翻译：

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大学同伴导师与智力和发育障碍学生互动的经验和感悟

同伴指导计划为有和没有智力和发育障碍 (IDD) 的个人提供了在支持性和包容性环境中学习、社交和合作的机会。在这项研究中，我们使用现象学研究设计来探索基于大学校园的同伴指导计划对参与大学同伴指导者（n = 13）对就读于学校的 IDD 高中生的体验和看法的影响校园内的工作过渡计划。使用四个不同数据源的主题分析，我们确定了同伴导师根据他们在计划中的经验讨论的三个主要主题：(a) 导师的个人发展：构建自我的意义，(b) 学员成长：感知的工作和社会影响，以及 (c) 校园社区福利：使残疾正常化。同伴导师报告说，他们对 IDD 患者的态度因参与同伴指导计划而改变，他们观察到受指导者的个人和与工作相关的社会关系有所改善。我们讨论这些结果如何影响同伴导师的态度、职业选择和一般生活。我们还为未来关于社区同伴指导计划的开发和实施的研究和实践提供了启示。和生活一般。我们还为未来关于社区同伴指导计划的开发和实施的研究和实践提供了启示。和生活一般。我们还为未来关于社区同伴指导计划的开发和实施的研究和实践提供了启示。