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

This article examines the admissions criteria and processes of inclusive postsecondary education (IPSE) programs in the United States, which serve young adults with intellectual and developmental disabilities (IDD). Based on surveys and interviews with staff from 62 programs across 32 states, findings reveal that most IPSE programs prioritize applicants' functional skills—such as independent living, communication, and social behaviors—and personal goals (notably the desire to attend college and work) over traditional academic skills like reading and math. The admissions process commonly involves application review, interviews, and campus activities, with significant reliance on Individualized Education Program (IEP) documents, despite concerns about their adequacy in reflecting students' readiness. The study highlights the need for greater transparency in admissions criteria, improved transition planning aligned with IPSE expectations, and enhanced collaboration among educators, families, and students to support successful college entry for individuals with IDD.