Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review.

The team looked at 37 studies about college peers who support students with intellectual or developmental disabilities.

They wanted to know why typical students volunteer, what they gain, and what problems they hit.

All papers were gathered through a systematic search through 2021.

Peers say they join inclusive programs to help, but also to grow their own skills and careers.

They report feeling more confident, tolerant, and connected.

They also ask for clearer training, set roles, and steady feedback so the relationship lasts.

Gonzalo et al. (2024) show that colleges rarely run supports the way inclusion models say they should.

Weiss et al. (2021) echo the gap: peers like the idea, but programs feel under-built.

Scior (2011) found the public already holds warm attitudes toward people with ID; the new review shows those good feelings turn into action when campuses give peers a defined job.

Stephens et al. (2018) let students with disabilities speak: they want better services and more family contact.

Adding peer voices completes the picture—supports must work for both sides.

You can strengthen inclusive classrooms or campus jobs by writing a quick peer contract. List what the peer will do, how long, and how you will coach them each week. Small structure keeps good intentions from fading and turns warm attitudes into real learning for everyone.