Mentoring Transition-Age Youth With Blindness

Edward C. Bell

32 citations0/0 files storedThe Journal of Special Education

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Disability Education and Employment Career Development and Diversity Mentoring and Academic Development

Abstract

This article reports on a mentoring project designed for transition-age youth (ages 16–26) who are persons with legal blindness. Youth were matched with adult mentors who were also persons with blindness but who have achieved academic and career success. Results demonstrate that youth who participated in the project for 2 years had significant increases in career decision-making efficacy, positive personal hope for the future, and positive attitudes about blindness. Implications for practitioners suggest that mentoring is a valuable tool to assist youth with blindness as they prepare for the academic and work world.

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References

2000Exercise of Human Agency Through Collective Efficacy 2012Professional School Counseling 1996Evaluation of a Short Form of the Career Decision-Making Self-Efficacy Scale 1997Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities 2003Effect sizes for experimenting psychologists.2000Agents of Change: Pathways through Which Mentoring Relationships Influence Adolescents' Academic Adjustment 1998The Relationship Between Self-Determination and Quality of Life for Adults with Mental Retardation 2003Transition-Focused Education

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2017Feasibility of electronic peer mentoring for transition‐age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications 2020A systematic review of programs and interventions for increasing the interest and participation of children and youth with disabilities in STEM education or careers 2018College Graduates with Visual Impairments: A Report on Seeking and Finding Employment 2018Participant Experiences in an Employment Mentoring Program for College Students with Visual Impairments

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