Postsecondary Students With Disabilities’ Perceptions of How Academic Peer Coaching Influenced Their Academic Skill Development

Abstract

Students with disabilities are enrolling in postsecondary education at record rates, but still fall behind their non-disabled peers academically. One factor contributing to these gaps is that many students enter college with underdeveloped academic skills, including executive functioning and study skills. Postsecondary disability resources offices (DROs) offer reasonable accommodations, and some also offer academic coaching programs to help students develop academic skills. The current study interviewed 12 students with disabilities who registered with their institution’s DRO and received academic peer coaching (APC). Participants sought coaching to receive guidance, develop academic skills, and replace previous support systems. Key elements supporting student progress included direct and collaborative skill instruction, peer relatability and professionalism, and flexible coaching formats. Participants viewed APC as an equally valuable accommodation that helped them strengthen academic skills and increase independence.

Keywords

postsecondary students with disabilities executive functioning academic peer coaching disability resources

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