Lauren E. McCabe
Vanderbilt University
4 Papers
Lauren E. McCabe is an academic researcher from Vanderbilt University. The author has contributed to research in topics: Intellectual disability & Inclusion (education). The author has an hindex of 2, co-authored 3 publications.
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Papers
Motivations and Expectations of Peer Mentors Within Inclusive Higher Education Programs for Students With Intellectual Disability
Erik W. Carter,Jenny R. Gustafson,Michael M. Mackay,Kaitlyn P. Martin,Misty V. Parsley,Jennifer Graves,Tammy L. Day,Lauren E. McCabe,Hannah Lazarz,Elise D. McMillan,Chrisann Schiro-Geist,Maurice Williams,Tom Beeson,John Cayton +13 more
TL;DR: Although peer mentors play a prominent role in supporting higher education experiences for people with intellectual and developmental disabilities (IDD), little is known about these college student... as discussed by the authors, who are referred to as peer mentors.
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Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review.
Erik W. Carter,Lauren E. McCabe +1 more
TL;DR: The multiple factors that draw peers to become involved, the experiences peers have within their campus’ programs, the myriad ways in which they and their campus may benefit from this movement, and their views regarding inclusion and disability are highlighted.
21
Teaching College Students with Intellectual Disability: Faculty Experiences with Inclusive Higher Education
Cassandra Hall,Lauren E. McCabe,Erik W. Carter,Evon Batey Lee,Lauren Bethune-Dix +4 more
- 24 May 2021
TL;DR: This article explored the views of 23 university professors who had recent experience teaching students with intellectual disability in a focus group interview, focusing on the roles of faculty within inclusive classrooms, strategies they found helpful, and the issues they found challenging.
5
Faculty Perspectives on the Appeal and Impact of Including College Students With Intellectual Disability
TL;DR: In this paper , the authors used focus group interviews to explore the views of 23 university faculty involved in teaching college students with intellectual disability in traditional courses, and asked faculty about their motivations for offering inclusive courses, how they were affected by the experience, and how they perceived classmates were impacted.