This study implemented elements of a quantitative design but a majority utilized a qualitative design based on the assumptions of the Interpretivist paradigm. The program was structured to provide a sense of empowerment to students to make their own decisions and learn for themselves so they do not feel a lack of power in their lives. Empowerment theory was used to determine how transition students’ attitudes change over the course of the semester while participating in a workout buddy program with same-age college peers. The purpose of this study was to (a) identify potential benefits for students with disabilities taking part in a physical activity program with same-age typical peers on a Midwest university campus and (b) to determine if the program impacted the students with disabilities empowerment. Department of Health and Sport Sciences, Otterbein University, Westerville, OH, USA.
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