A Mixed-Methods Exploration of the Admissions Process and Criteria for Inclusive Postsecondary Education Programs

The exponential growth of inclusive postsecondary education (IPSE) programs in the United States has reshaped transition pathways for many young adults with intellectual and developmental disabilities (IDD). However, limited research pertains to the admissions process and eligibility criteria of IPSE programs, leading to a lack of knowledge of how to best equip students for successful entry into college. We conducted a survey (n = 89) and interviews (n = 14) with IPSE staff members to explore the admissions process and eligibility criteria of IPSE programs and the extent to which staff views align with the criteria of their programs. Our sample represented 62 programs across 32 states. Findings indicated that, although admissions criteria vary widely, most IPSE programs evaluate applicants based on their functional skills and social behaviors rather than academic skills. We share implications for research and practice in transition planning, secondary instruction, and college preparation for students with IDD.