Peer Support as a Method in the Adaptation of the Instructional Process

The number of students with disabilities is steadily increasing. In Europe, approximately 15 % of students reported being limited in their studies due to health difficulties (Sanderson and Chen, 2023). Students with disabilities often encounter challenges during their studies and are at a higher risk of dropping out than their peers without such difficulties. Peer support is implemented in higher education institutions to help students with disabilities transition into higher education, participate in social activities, succeed academically and complete their degrees.

The literature identifies several forms of peer support for students with disabilities: peer tutoring, peer mentoring, and peer support.

• Peer tutoring involves support provided by senior students to junior students, focusing on mastering course material.
• Peer mentoring is conducted one-on-one or in small groups, offering individuals with disabilities opportunities for self-expression, independence, and active participation in their own development. Senior students with similar experiences mentor younger students.
• Peer support refers to assistance provided by a student without disabilities to a student with a disability at the same level of study.

Hillier et al. (2019, as cited in Williams et al., 2024) investigated academic success among students with disabilities participating in a peer mentoring programme. The researchers examined the potential positive impact that peer mentors with learning difficulties could have on their mentees with learning difficulties at the university level. Participation in a programme with mentors who have similar experiences is more effective due to shared experiences among students with similar characteristics, especially if the difficulties are associated with those shared experiences.

This programme covered topics such as socialising at university, peer pressure, time management, communication with peers and lecturers, classroom etiquette, study skills, and accessing help and university resources for students with disabilities. At the end of the programme, students reported positive attitudes regarding the transition to university, confidence in their ability to succeed, a clear understanding of academic expectations, the acquisition of social skills that helped them meet other students, and knowledge of how university support services for people with disabilities operate.

Sanderson and Chen (2023) conducted interviews with support service staff, peer assistants, and students with disabilities in Norway. The results show positive outcomes of the mentoring process, as well as challenges that need to be addressed, particularly in the organisation of the mentoring programme and the responsibilities of different stakeholders.