ABSTRACT As individuals with disabilities attend postsecondary education in greater numbers, mentoring programs are being implemented more frequently. The research objective of our exploratory study was to examine outcomes for students with disabilities participating in a Student to Student Mentoring Program using a mixed methods approach. Mentors followed a curriculum structured by monthly and weekly goals and the impact of the program was measured using quantitative self-report measures and thematic analysis of focus groups. Academic outcomes were compared between those mentored and a matched comparison group. Mentoring had most impact in knowing how things work at the university, how to meet people on campus, and accessing supports. There were no significant differences in academic outcomes between the two groups. A follow-up study indicated that mentees continued to benefit one-year on. Overall, while a range of positive outcomes were evidenced, the model was limited in its impact, particularly with regards to academic success and more complex challenges.

中文翻译：

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残疾大学生同伴辅导计划的成果

摘要随着残疾人越来越多地接受专上教育，导师制的实施越来越频繁。我们探索性研究的研究目标是使用混合方法研究参加学生到学生辅导计划的残疾学生的成绩。导师遵循由每月和每周目标构成的课程，并使用定量自我报告措施和焦点小组的主题分析来衡量该计划的影响。在指导者和匹配的比较组之间比较了学术成果。指导对了解大学的运作方式，如何与校园中的人见面以及获得支持的影响最大。两组之间的学业成绩无显着差异。一项后续研究表明，受训者继续受益一年。总体而言，虽然已证明一系列积极成果，但该模型的影响有限，特别是在学术成就和更复杂挑战方面。