This is an example of a memorandum of understanding between a postsecondary education program for students with intellectual disability and Title IX/Conduct offices to ensure there are clear expectations related to processes and supports from these offices and the roles that the program and offices will play in supporting students with intellectual disability to navigate them.
This worksheet template provides postsecondary education program staff with examples of policy and practices related to communicating with families and to support students in understanding how and if information will be shared with their families.
Centers for Independent Living (CILs) are organizations mandated to be led by people with disabilities to serve people with disabilities and make systems change. CILs provide support to people of all ages, with all types of disabilities, to equip them with the skills to live independently in their communities, advocate for their needs, and develop disability pride. They work to make sure communities are built and operate with people with disabilities in mind.
Staff Perceptions on Factors Affecting Access to Intimacy Education and Intimate Experiences for College Students With Intellectual and Developmental Disabilities reveals that a majority of staff members at inclusive postsecondary education (IPSE) programs for students with intellectual and developmental disabilities (IDD) who participated in a national survey agreed that their students think learning about intimacy is a priority, but feel their students lack confidence to ask for support in learning more about sex and dating.
Administrators in higher education play an important role in making college possible for students with intellectual disability (ID). This resource is designed for higher education professionals and contains the perspectives of experienced leaders in higher education who have developed college programs for students with ID. There are also resources for professionals to explore developing an inclusive postsecondary education (IPSE) program and welcoming students with ID on college campuses.
This guide is designed to introduce you to inclusive postsecondary education (IPSE), or college options for students with intellectual disability (ID). In this guide, you’ll find everything you need to know about IPSE in an easy-to-read format, with helpful tips, information, and resources from the Think College website. You will learn about what IPSE is, how colleges include students with ID, and how to find and apply to college, as well as pay for it.
A recent increase in scholarship, advocacy, and media attention in the United States has led to increased interest in matters related to guardianship and supported decision-making for people with disabilities. These are especially critical issues for higher education programs supporting young adults with intellectual and developmental disabilities as they prepare for careers and life in their communities.
Postsecondary education (PSE) programs allow for college students with intellectual disability to experience a higher level of autonomy in choice making, which they may not have experienced in their family home or high school. This includes choice making related to romantic and sexual relationships. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) was used to examine how PSE programs support college students in building their intimacy knowledge.
One of the primary goals for students attending IPSE programs is authentic, competitive employment experiences, and research shows that students with some IPSE experience have better outcomes in securing employment. What has come into focus recently, is that just getting a job is not enough. It is becoming more important that students have access to industry recognized credentials through their IPSE programs so that they can get better jobs, with better pay.
Achieving sexual agency for adults with disabilities begins with developing sexual knowledge. Many young adults with disabilities are often denied sexuality
