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Introduction

The transition from high school to post-secondary education can be a challenging and overwhelming process for students with disabilities. In order to support these students during this critical period, peer mentoring programs have been implemented in various educational institutions. Peer mentoring programs involve pairing students with disabilities with trained peer mentors who provide academic, social, and emotional support. The effectiveness of these programs in facilitating a successful transition to post-secondary education for students with disabilities is a topic of growing interest and importance.

This thesis examines the effectiveness of peer mentoring programs for students with disabilities transitioning to post-secondary education. The study aims to assess the impact of peer mentoring programs on the academic achievement, social integration, and overall well-being of students with disabilities during the transition period. By analyzing existing literature, conducting empirical research, and providing recommendations for future program development, this thesis seeks to contribute to the body of knowledge on peer mentoring and disability support in post-secondary education.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of the study
1.3 Problem Statement
1.4 Objective of the study
1.5 Limitation of the study
1.6 Scope of the study
1.7 Significance of the study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of peer mentoring programs
2.2 Theoretical frameworks for peer mentoring
2.3 Benefits of peer mentoring for students with disabilities
2.4 Challenges and barriers in peer mentoring programs
2.5 Best practices in peer mentoring for students with disabilities
2.6 Evaluation of existing peer mentoring programs
2.7 Peer mentoring and post-secondary transition outcomes
2.8 Peer mentoring and academic success
2.9 Peer mentoring and social integration
2.10 Peer mentoring and overall well-being

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis techniques
3.5 Ethical considerations
3.6 Validity and reliability
3.7 Research limitations
3.8 Implications for future research

Chapter 4: Findings
4.1 Overview of study participants
4.2 Impact of peer mentoring on academic achievement
4.3 Impact of peer mentoring on social integration
4.4 Impact of peer mentoring on overall well-being
4.5 Comparison of outcomes with and without peer mentoring
4.6 Participant feedback on peer mentoring experiences
4.7 Recommendations for program improvement
4.8 Discussion of findings in relation to existing literature

Chapter 5: Conclusion
5.1 Summary of key findings
5.2 Implications for practice
5.3 Recommendations for future research
5.4 Conclusion

Thesis Overview

The transition from high school to post-secondary education can be a daunting experience for students with disabilities. Many of these students face unique challenges and barriers that can hinder their academic success and social integration. Peer mentoring programs have emerged as a promising intervention to support students with disabilities during this critical transition period. By pairing students with disabilities with trained peer mentors, these programs aim to provide the necessary academic, social, and emotional support to facilitate a successful transition to post-secondary education.

This thesis explores the effectiveness of peer mentoring programs for students with disabilities transitioning to post-secondary education. By conducting a comprehensive review of existing literature, analyzing empirical data, and providing recommendations for program development, this study aims to contribute valuable insights to the field of disability support in post-secondary education. Through a systematic examination of the impact of peer mentoring on academic achievement, social integration, and overall well-being, this thesis seeks to provide evidence-based recommendations for the improvement and expansion of peer mentoring programs for students with disabilities.

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