Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education.

This article examines the experiences of students with intellectual disability (ID) enrolled in an inclusive postsecondary education (IPSE) program at a northeastern U.S. university, focusing on their access to course content and factors influencing their academic success. Through qualitative interviews with ten students, the study highlights that course accessibility—shaped largely by instructors' relatability, pedagogical approaches, and use of accommodations or modifications—directly affects students' engagement and sense of belonging. Students expressed a tension between wanting to be seen as typical university students while also needing support, revealing challenges related to disability stigma and ableism in higher education. The findings underscore the importance of empathetic teaching practices, cooperative learning, and institutional efforts to create inclusive environments that recognize the agency and diverse needs of students with ID.