Freedman, Brian

This resource is intended to provide an initial list of areas to consider when developing an inclusive postsecondary education (IPSE) program with a robust course of study, a meaningful certificate, and improved employment and quality of life outcomes for non-degree seeking college students with intellectual disability (ID). There is a list of six program development areas with helpful tips, guiding questions, and many resources to support the process. 

Meg Grigal, Clare Papay, and Brian Freedman from University of Delaware, presented a session called Including Students with Intellectual Disability in the First Year Experience at The 39th Annual Conference on The First-Year Experience.  This conference provides an ongoing forum where higher education professionals can share experiences, concerns, and accomplishments related to supporting student learning, development, and success in the first college year.

This online Research Summit from February 2017 focused on the topic of mentoring and peer relationships among students with and without intellectual disabilities. The presenters were Cindi May, Ph.D., from College of Charleston and Brian Freedman, Ph.D. & Laura Eisenman, Ph.D. from University of Delaware.

Peer mentoring is a well-established tool for supporting college students, and it often yields strong benefits (Budge, 2006; Colvin & Ashman, 2010). Much of the research to date has examined characteristics of mentors or mechanisms to support mentees. Little of that research focuses on the use of peer mentoring for college students with intellectual disabilities (ID).