This case study explored the experiences of participants in a university-based mentoring program in which graduate students in special education mentored undergraduate college students with disabilities (mentees). The program provided support in self-management skills for mentees and learning experience for mentors. Interviews, observations, document review, and a survey were used to collect data. Mentees’ disability diagnoses, high school experiences, personal and educational histories, and support needs varied, as did transition challenges and degree of collegelevel agency and self-advocacy. Undergraduates, citing mentor support, reported that the program was helpful in addressing self-management needs. Findings suggest that mentees’ self-identified needs (for structure, help with organizational skills, assistance with time management, and procrastination/avoidance) were addressed through scheduled study sessions (supervised by mentors), 1:1 work, and small group, targeted workshops on self-management skills. Mentors, certified as high school content teachers and seeking certification in teaching students with disabilities at the secondary level, reported increased knowledge and understanding of support needs of students with disabilities transitioning to postsecondary education. These participants, through experience, recognized differences between high school and college expectations in order to identify possible transition “best practices,” including (1) teaching self-management, academic, and social skills with an v eye toward transferability, (2) incorporating transition skills throughout the secondary curriculum, (3) providing explicit instruction in self-advocacy, and (4) beginning transition work early. Mentors identified obstacles to the implementation of transition instruction: (1) lack of communication between special and general education teachers, (2) competing priorities for teachers’ time, (3) time with/access to students with disabilities in inclusive programs, and (4) current teaching practices that impeded the development of academic autonomy. Study findings have implications for teacher education in the area of transition.
","abstract_html":"<p>This case study explored the experiences of participants in a university-based mentoring program in which graduate students in special education mentored undergraduate college students with disabilities (mentees). The program provided support in self-management skills for mentees and learning experience for mentors. Interviews, observations, document review, and a survey were used to collect data. Mentees’ disability diagnoses, high school experiences, personal and educational histories, and support needs varied, as did transition challenges and degree of collegelevel agency and self-advocacy. Undergraduates, citing mentor support, reported that the program was helpful in addressing self-management needs. Findings suggest that mentees’ self-identified needs (for structure, help with organizational skills, assistance with time management, and procrastination/avoidance) were addressed through scheduled study sessions (supervised by mentors), 1:1 work, and small group, targeted workshops on self-management skills. Mentors, certified as high school content teachers and seeking certification in teaching students with disabilities at the secondary level, reported increased knowledge and understanding of support needs of students with disabilities transitioning to postsecondary education. These participants, through experience, recognized differences between high school and college expectations in order to identify possible transition “best practices,” including (1) teaching self-management, academic, and social skills with an v eye toward transferability, (2) incorporating transition skills throughout the secondary curriculum, (3) providing explicit instruction in self-advocacy, and (4) beginning transition work early. Mentors identified obstacles to the implementation of transition instruction: (1) lack of communication between special and general education teachers, (2) competing priorities for teachers’ time, (3) time with/access to students with disabilities in inclusive programs, and (4) current teaching practices that impeded the development of academic autonomy. Study findings have implications for teacher education in the area of transition.</p>","abstract_has_math":false,"creators":["Atkinson, Virginia Sue"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Candace A. Mulcahy","Beverly Rainforth","M. Sue Crowley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-09T07:00:00Z","date_published":"2014-05-09T07:00:00Z","updated_at":"2026-07-24T01:10:09Z","subjects":["Adult and Continuing Education","Disability and Equity in Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://orb.binghamton.edu/dissertation_and_theses/119","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Candace A. Mulcahy","Beverly Rainforth","M. Sue Crowley"]},{"key":"dc:creator","label":"Author","values":["Atkinson, Virginia Sue"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult and Continuing Education","Disability and Equity in Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://orb.binghamton.edu/dissertation_and_theses/119"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This case study explored the experiences of participants in a university-based mentoring program in which graduate students in special education mentored undergraduate college students with disabilities (mentees). The program provided support in self-management skills for mentees and learning experience for mentors. Interviews, observations, document review, and a survey were used to collect data. Mentees’ disability diagnoses, high school experiences, personal and educational histories, and support needs varied, as did transition challenges and degree of collegelevel agency and self-advocacy. Undergraduates, citing mentor support, reported that the program was helpful in addressing self-management needs. Findings suggest that mentees’ self-identified needs (for structure, help with organizational skills, assistance with time management, and procrastination/avoidance) were addressed through scheduled study sessions (supervised by mentors), 1:1 work, and small group, targeted workshops on self-management skills. Mentors, certified as high school content teachers and seeking certification in teaching students with disabilities at the secondary level, reported increased knowledge and understanding of support needs of students with disabilities transitioning to postsecondary education. These participants, through experience, recognized differences between high school and college expectations in order to identify possible transition “best practices,” including (1) teaching self-management, academic, and social skills with an v eye toward transferability, (2) incorporating transition skills throughout the secondary curriculum, (3) providing explicit instruction in self-advocacy, and (4) beginning transition work early. Mentors identified obstacles to the implementation of transition instruction: (1) lack of communication between special and general education teachers, (2) competing priorities for teachers’ time, (3) time with/access to students with disabilities in inclusive programs, and (4) current teaching practices that impeded the development of academic autonomy. Study findings have implications for teacher education in the area of transition.
"]},{"key":"dc:title","label":"Title","values":["Supporting students with disabilities in transition: a case study of a college mentoring program"]}]}],"canonical_facts":{"dc:contributor":["Candace A. Mulcahy","Beverly Rainforth","M. Sue Crowley"],"dc:creator":["Atkinson, Virginia Sue"],"dc:description.abstract":["This case study explored the experiences of participants in a university-based mentoring program in which graduate students in special education mentored undergraduate college students with disabilities (mentees). The program provided support in self-management skills for mentees and learning experience for mentors. Interviews, observations, document review, and a survey were used to collect data. Mentees’ disability diagnoses, high school experiences, personal and educational histories, and support needs varied, as did transition challenges and degree of collegelevel agency and self-advocacy. Undergraduates, citing mentor support, reported that the program was helpful in addressing self-management needs. Findings suggest that mentees’ self-identified needs (for structure, help with organizational skills, assistance with time management, and procrastination/avoidance) were addressed through scheduled study sessions (supervised by mentors), 1:1 work, and small group, targeted workshops on self-management skills. Mentors, certified as high school content teachers and seeking certification in teaching students with disabilities at the secondary level, reported increased knowledge and understanding of support needs of students with disabilities transitioning to postsecondary education. These participants, through experience, recognized differences between high school and college expectations in order to identify possible transition “best practices,” including (1) teaching self-management, academic, and social skills with an v eye toward transferability, (2) incorporating transition skills throughout the secondary curriculum, (3) providing explicit instruction in self-advocacy, and (4) beginning transition work early. Mentors identified obstacles to the implementation of transition instruction: (1) lack of communication between special and general education teachers, (2) competing priorities for teachers’ time, (3) time with/access to students with disabilities in inclusive programs, and (4) current teaching practices that impeded the development of academic autonomy. Study findings have implications for teacher education in the area of transition.
"],"dc:identifier":["https://orb.binghamton.edu/dissertation_and_theses/119"],"dc:subject":["Adult and Continuing Education","Disability and Equity in Education","Special Education and Teaching"],"dc:title":["Supporting students with disabilities in transition: a case study of a college mentoring program"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T01:10:09Z"}