Collaboration with family, friends and community agencies is a key to successful college experiences. Identify the agencies in your area that may offer services that can be used to support college. For example, Vocational Rehabilitation may support college goals that are related to work outcomes. Adult developmental service agencies may be able to provide support on the college campus. Community Rideshare programs may assist with transportation needs. Medicaid dollars, in some states, can be used to support individuals in postsecondary education. Knowing the resources and being creative about their use can go a long way to supporting college experiences.

Parents and siblings are important partners when planning for and attending college. They may bring resources themselves, such as assisting with homework, and supporting self-advocacy. They also bring their circle of friends and associates—connections that may help with job opportunities, natural supports and so on. When planning for college, be sure to involve family in a meaningful way. There are many resources for families on this website.

This forms the foundation for college planning. The individual’s own dreams for their future are at the core of the planning, not available resources or what professionals might think is the best course of action. See the Person Centered Planning section of this website for more information on the “hows and whys” of person centered planning.

As students move from high school into adult life, the ability to speak for themselves becomes a critical asset. In college, parents are no longer the primary advocates, and students are expected to speak for themselves. It is critical that transition planning involves the development of self determination and self advocacy skills.

One key to improving students' self-determination skills is to have them actively participate, or lead, in their Individual Education Plan/Individual Transition Plan meetings. Students should introduce themselves, be prepared to discuss how they are doing in each of their classes, and discuss the goals and vision they have for the future. Self-determination skills should be taught throughout the K-12 school system, integrated across the curriculum, and practiced at home and in the community. Here are some self-determination resources

Be sure to include plans for real world learning experiences within a work context. Work-based learning can help a person make career decisions, network with potential employers, select a course of study, and develop job skills relevant to future employment. Through the interaction of work and study experiences, individuals can enhance their academic knowledge, personal development, and professional preparation. Please note that work-based learning should be time limited.

In Massachusetts, work based learning is coordinated through the use of a Work Based Learning Plan. This is a diagnostic, goal-setting and assessment tool designed to drive learning and productivity on the job. This form, available on the web, can be a great resource for evaluating how a student is doing in the work experiences that may be a part of their college experience.

Based on the goals established in person-centered planning, look for the resources that may assist the individual in attaining those goals. Are there colleges in the area that offer coursework related to the goal? What supports are available at the college? Are there employers who may offer a time limited internship or paid work experience? Using the interagency team and family resources, identify who may be able to support these opportunities.

There are several funding strategies that are available to pay for college—some that are for all individuals and others that are specifically for those with disabilities. This website has a listing of both types of funding strategies. Additionally, the Higher Education Opportunities Act of 2008 provides access to federal financial aid for individuals with intellectual disabilities.

There are several things that students can do while in high school to be better prepared for college. Take an academic course of study. In addition, students can learn to advocate for themselves by using those skills across all environments while still in high school. More tips for preparing for college can be found in our student section.

The student can talk with their family and friends, as well as a guidance counselor or transition coordinator to identify colleges that offer courses in areas related to the student's career goals. Once identified, the student should contact the Disability Support Office (DSO), or visit the college's website, to find out what documentation is needed to receive accommodations and support from the DSO. The student and his or her family should make arrangements to visit the college to become familiar with the layout of the campus and available resources. They should also contact the Disability Support Office and make an appointment to meet with a staff person before applying. During this appointment students should find out services and supports provided at the college. They should ask about modified admissions or other regulations that may be relevant to their particular situation. This is also an opportunity for students and their families to assess the culture or attitude of the college regarding supporting students with intellectual or developmental disabilities. If possible, ask to meet with another student with a disability to get first hand information from a consumer of disability services.

Admissions requirements vary by college. Look at the requirements for the colleges that are being considered. Most institutions of higher education have their requirements listed on their websites. Students with an intellectual disability may require additional assistance in negotiating admission to college because inclusive postsecondary education is a relatively new option. There are several ways that any student can gain access to college including:

• auditing courses
• taking individual courses for credit
• enrolling in a non-credit class
• certificate programs
• 2-year degree or
• 4-year degree programs

If a student is choosing a traditional track (i.e., a degree program) then they will be required to comply with the same admission requirements that all other students are required to address unless the college offers modified admission requirements for students with disabilities. If the college is a community college, which has open enrollment, the student may have to take placement test. If the student has chosen a four-year college or university, the admission process may be more difficult, as most four-year colleges require a high school diploma and SAT scores to apply. If a test is required and if the student needs an accommodation, those can be arranged. For colleges with a program designed for students with intellectual disabilities, there may be a separate application process.

Once accepted at a college, the student should register with the disability services office. This entails three steps. First, the student needs to speak with a disability services staff member and identify him/herself as having a disability and ask what documentation is required to request accommodations. Second, the student must present the appropriate documentation of their disability. Most colleges require a current psychological or neuropsychological report (no more than three years old). An IEP or summary of performance is not sufficient documentation of a disability. Third, the student must work with a counselor to determine what accommodations he or she will need in his or her college classes. Not all colleges offer the same accommodations, so it is important to investigate options prior to applying.

It is helpful for the individual to become familiar with the campus before beginning classes. Visit the college several times; attend orientation activities provided for new students, and check out social and recreational opportunities. Individuals should investigate introductory courses that cover study skills, organization skills, goal setting, and career development and employment supports. A transition coordinator may be able to arrange for a student to sit in on a class. An adult can request this option through the Disability Services Office. It’s also a good idea to visit the college bookstore to get an idea of the reading expectations. Additionally, some instructors may be willing to provide a syllabus before the student formally enrolls, to give a better understanding of the course requirements. Finally, having the opportunity to talk to another student about the college experience has proved to be very valuable for individuals who are hesitant or lack the confidence to try college.

Colleges have several types of courses. Many are courses that are part of a degree program, and you may have to be accepted into the college and into that degree program to enroll in them. However, there are generic education courses that are usually open to anyone. Look for courses without prerequisites. Also look at courses that are offered through continuing education, or non-credit enrichment courses. Classes should be related to the goals and dreams of the individual as established in the person centered plan. Many individuals with intellectual disabilities take college courses through audit or informal participation with the permission of the instructor. These arrangements allow for more flexibility than taking a course for credit.

Once the individual has registered for classes, he or she should schedule another meeting with a disability services staff person to discuss what types of accommodations will be needed in regards to a specific class. It may be useful to practice requesting these accommodations with an educational coach or disability services staff person prior to actually approaching the instructor to request accommodations.

Going to college allows people with intellectual disabilities to continue their education after high school, to learn new things or gain skills related to a career goal. The work required in a college class may be very challenging for an individual with intellectual disabililities. Sometimes an educational coach, tutor or mentor may assist the individual in class by taking notes, and/or after class by assisting with homework. It is a good idea to share the individual’s specific learning needs with the professor ahead of time—perhaps with a letter that the individual has written. Here is an actual letter written by a student to a professor.

For individuals with intellectual disabilities, attending college will likely depend on services from several entities—family, natural community supports, school services or adult developmental disability agencies, Vocational Rehabilitation and so on. The coordination of those supports is very important to the success of the experience. Many postsecondary initiatives may employ someone to be the coordinator of those supports and services. Or a school district or adult agency may have a case manager or coordinator that can take on that role.

When individuals with intellectual disabilities succeed in a college class, generally there is no one more pleased that the instructor. Ask instructors experienced in supporting students with intellectual disabilities if they would be willing to answer questions from their colleagues who may be interested in working with a student, but have some questions about what is entailed. Also make sure to follow up with instructors who have a less than positive experience with a student, as their feedback could provide important information on how to improve the supports and services provided.

Individuals' college experiences and outcomes can be evaluated in a variety of ways. One simple strategy to evaluate the experience of students is to conduct a satisfaction survey or an interview that asks how they feel about their experiences. This method can be used to determine if students are taking desired classes, if they are receiving sufficient supports, and if they are happy or frustrated with the workload and schedule. This process can be done informally. However, it is important to document student input to improve services for that student and for future students.

Individuals with intellectual disabilities are participating in postsecondary education more and more frequently, and programs and other initiatives are cropping up in colleges all over the US (see our database of existing initiatives). It is imperative to be able to see if these initiatives are successful, by measuring effectiveness. Are participants employed in jobs of their choice when they complete their postsecondary education? Are self-advocacy skills improved? Do individuals have improved independence? Some of the outcomes may be more difficult to quantify, but still important—things like happiness, self-satisfaction, and increased sense of worth may all be outcomes of a postsecondary education.