Practice 1: Explore campus disability services

Disability Student Services (DSS) may play a role in the education of students with IDD. The role of DSS (also sometimes called “accessibility services”) is to provide accommodations and other aids that allow students with disabilities to participate alongside other students in all aspects of the college experience. Common examples include extended time for exams, taking tests in a place other than the course classroom, help with taking notes, and assistive listening devices.

Traditionally, matriculating students with disabilities typically receive accommodations and supports through the DSS office, though students with IDD may be a new population to many of these offices. DSS staff may work in collaboration with IPSE program personnel supporting students with IDD.

Because students with IDD are taking courses alongside typical college students, DSS may play a role in determining accommodations that can help the student be academically successful in their courses. In fact, students with IDD, once accepted into a college program or participating in a campus course or event, are eligible to receive reasonable accommodations because, by law, colleges are obliged to provide access. Typically, students need to register with the DSS office to receive these services.

Both eligibility and need for accommodations are determined through the use of disability documentation including a student’s diagnostic evaluation (this may be medical or psychological records). Sometimes DSS personnel will also consider the IEP or SOP prepared during high school.

Students are responsible for providing appropriate documentation of disability. Program personnel should make available to students and families a list of the supporting disability documents preferred by the college’s DSS office to receive services and accommodations. In addition, when students are working with DSS, IPSE program personnel should expect students to meet regularly with DSS college program staff to discuss the effectiveness of the accommodations and supports they are using in their courses. Students who have regular dialogue about their coursework and supports tend to be more successful academically than those who do not have these conversations.

Practice 2: Explore academic support services

The Council for the Advancement of Standards (CAS) describes academic support services programs in higher education as dedicated to promoting learning, personal development, and retention for college students. A number of these services are described in detail as part of this module (e.g., disability services, technology resources, and career services). Other supports that students with IDD are encouraged to access include tutoring and study skills services, library resources, and mental health counseling. Students with IDD should be guided to determine which services may be helpful and to plan for accessing such services when appropriate.

Peer Mentors. Peer mentors may serve a number of roles in a college setting and may also be referred to by other terms, such as coaches, counselors, or advisors. They can serve as guides in a variety of settings including as instructional support in a college course, as a general source of support around a college campus, as a guide in a residential setting on campus or in off-campus housing, and as coaching support in a workplace. Sometimes mentors are volunteers, and other times they may earn college credit or be paid to serve in such a role.

• Academic Mentor: assists students with completing assignments and understanding course content, including lectures. Students still have the ultimate responsibility to complete assignments, study, and submit their own work.
• Campus Mentor: assists students to navigate campus resources and connect with social activities of interest.
• Residential Coach: assists students with IDD in accessing residential community opportunities and developing independent living habits.
• Employment Coach: assists students with development of job-specific skills as well as soft or foundational skills needed to be successful in employment.

Mentorship programs that help students achieve academic, community, and social goals include Best Buddies. More recently, e-mentorship or online mentorship programs have become more common. A college student with IDD may have access to campus, academic, or residential life mentors. A campus mentor may assist the student with acclimating to campus life including participation in campus social activities. An academic mentor may take a course with a student with IDD or be a former successful student in the course, while a residential life mentor may live in a campus residential setting with the student or live near the student and check in periodically to assist with the ongoing development of daily living skills.

The level of support varies by college and the student’s support needs. Generally speaking, the mentor puts a plan in place designed to lead to an improved set of independent living skills. Such a plan would be based upon the student’s independent living goals and also determined by the student’s current skill level.

The student and mentor relationship is typically planned around a set of expectations with the goal of establishing a successful partnership. Jones & Goble (2012) note the following key components for effective mentor partnerships for students with IDD:

1. Providing the establishment of co-equal relationships among mentoring partners;
2. Developing effective systems for communicating and collaborating across stakeholders;
3. Promoting the establishment of co-equal relationships among mentoring partners;
4. Maintaining high expectations for students with IDD;
5. Using mentors as resources to professors and establishing natural supports in the classroom;
6. Encouraging independence;
7. Prioritizing fun and socializing; and
8. Keeping the emphasis on designing programs that reach more students.

Mentors and coaches have demonstrated proficiency, responsibility, and leadership ability. Additionally, they engage in training activities that prepare them to support the students with whom they will work. Training for mentors is provided prior to the establishment of the student–mentor relationship and is ongoing.

Jones, M.M. & Goble, Z. (2012). Creating effective mentoring partnerships for students with intellectual disabilities on campus. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 70-78. DOI.

Practice 3: Engage in college orientation

Families, in many programs, have the opportunity to participate in an orientation session. Such sessions are typically not longer than a day or an evening. The programming often includes opportunities to meet college staff and leadership with and without the incoming student entering the college program. These functions might include topics such as college student expectations and goal setting, how families can support student independence, and typical college schedules. Family handbooks may also be provided. Student orientation is of longer duration, for example a full work week, and subsequently has more depth. Topics include college expectations, shadowing courses, getting around the campus, expectations regarding conduct, and internships. Students might be paired with a 2nd- or 3rd-year student in the program as well as a program mentor.

Some programs provide students with IDD the opportunity to participate in summer orientation and/or first-year orientation programs along with traditionally matriculating students. If programs of this nature are available, students and families are encouraged to participate. These programs often include guidance about success in academic, residential, and social activities in college. Campus student services staff, such as those that work in academic success centers or residential life, facilitate such programs. Current college students also often lead sessions. Students can learn how to live with a roommate, manage stress, and use learning strategies to be successful in college courses.