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ERIC Number: ED474002
Record Type: RIE
Publication Date: 2002-Dec
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Creating Mentoring Opportunities for Youth with Disabilities: Issues and Suggested Strategies. Issue Brief.
Sword, Carrie; Hill, Katharine
This issue brief discusses the benefits of mentoring for youth with disabilities and strategies for encouraging mentoring. It begins by discussing research that has demonstrated the effectiveness of mentoring and different types of mentoring, including a new model of electronic mentoring that is increasing in popularity. A chart shows how mentoring programs can be made more accessible for youth with disabilities and recommendations are provided for encouraging inclusion of youth with disabilities in mentoring programs. Key strategies for creating mentoring programs that include youth with disabilities are explained and include: (1) establish a clear structure, be careful about handling the discourse of disability-related information, and systematically use accommodations; (2) support youth in understanding and discussing their disabilities by being open to discussion of disabilities in the mentoring relationship; (3) support mentors by periodically communicating with them about the progress or challenges in the mentoring process; (4) assure that the mentoring program is set up to support and facilitate regular, ongoing communication between mentors and proteges; (5) build into the mentoring program an adequate means of screening mentors; and (6) require parents to sign a consent form giving permission to the youth to participate in the program. (CR)
National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu. For full text: http://www.ncset.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.
Note: Volume 1, Issue 4.