Peer Supported Arrangements: How Does Participation as a Peer Support Effect Non-disabled Peers?

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dc.contributor.advisorYuen, Timothy
dc.contributor.authorPerales, Jessica Lourdes
dc.contributor.committeeMemberBerry, Theodorea R.
dc.contributor.committeeMemberHengst, Dianne
dc.contributor.committeeMemberMason, Lee
dc.contributor.committeeMemberSilbaugh, Bryant
dc.creator.orcidhttps://orcid.org/0000-0001-9251-0152
dc.date.accessioned2024-02-12T19:29:44Z
dc.date.available2024-02-12T19:29:44Z
dc.date.issued2019
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractPeer supported arrangements have been proven to improve social and academic skills of students with disabilities, but little research looks at how it may affect a non-disabled peer who participates as a peer support. This study aimed to capture the essence of the experiences the participants had working with students with intellectual disabilities as a part of the peer support program and how these experiences have been affected other areas of their post-secondary lives. Furthermore, how these experiences had an effect on their views of people labeled as having an intellectual disability. The theoretical framework used in this study is Disability Studies in Education. This theory looks at how being a part of the special education system can impact how someone with a disability and their experiences while in school, and how they are treated by peers and staff while in school. Participants in this study responded to an online survey that asked questions related to their experiences while acting as a peer support. A second phase included participants who were enrolled in post secondary education to work in the field of special education, or were planning on using their degree to improve the lives of those with intellectual disabilities. Findings showed that non-disabled students who participated in a peer support program were positively impacted in other areas of their lives including life after graduation in terms of their perceptions of people with intellectual disabilities.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent98 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781392181553
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4882
dc.languageen
dc.subjectinclusion
dc.subjectintellectual disabilities
dc.subjectpeer supported arrangements
dc.subject.classificationSpecial education
dc.titlePeer Supported Arrangements: How Does Participation as a Peer Support Effect Non-disabled Peers?
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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