Yes! Students select their courses from the standard course catalog at the school. Course selection is based on the student’s career goals and requirements for that area of study.

Yes! Students that enroll via inclusive higher education pathways are considered traditional students. As such, they are fully included in campus life, which includes traditional classes, residence halls/apartments, clubs (i.e. Greek life, sports, student government), and more.

At Regis, UCCS, and UNC, students may choose to live in the dorms. At UCCS, on-campus apartments are also available to students.

Students take a reduced number of academic classes, while also completing internships. Students typically take three classes each semester - two courses of their choice from the course catalog and one inclusive service support class.

Students accessing modified curriculum work towards a Comprehensive Higher Education Certificate, which includes the completion of college credits in a focused area of study alongside work experiences.

To help students succeed, professors employ universal design, differentiated classroom learning techniques, accommodations, and modifications. Professors receive support from each school’s inclusive office to modify academics based on student’s individual needs. In addition, peer mentors provide a range of other supports, including attending class with students, tutoring, and homework clubs.

Upon acceptance, the student and family meet with the inclusive staff on campus to discuss the student’s needs and develop a person-centered plan to ensure student success. Throughout the semester, the on-campus staff have frequent check-ins with students and, if appropriate, family members and other service providers.

Students apply to the inclusive office on each campus (i.e. Elevate at ACC, RAM Scholars at CSU, Cultivate at LCC, IHES at MSU Denver, ASPIRE Scholars at PPSC, GLOBAL at Regis, OIS at UCCS, or GOAL at UNC). IN! does not provide direct support to students. Instead, IN! functions as an advocacy and fundraising body.

The American Association on Intellectual and Developmental Disabilities (AAIDD) defines an intellectual disability as “a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.”

For inclusive higher education programs, students must provide a body of evidence (IEPs, medical records, written reports from teachers or parents, etc.) that indicate an intellectual disability and therefore necessitate additional supports at the college level.

On IN!’s website, we abbreviate intellectual disability as “ID,” which aligns with state practices.

At every school, students must be 18 or older. At UCCS, students must apply by age 26. At UNC, students must apply by age 25. (Note: students may be 26 or 27 by the time the school year begins). At all other IHEs, there is no upper age limit.

No. Applicants must complete their PK-21 education, which may include district transition services, by the time of admission to higher education.

No. The admission process usually consists, at minimum, of a written application, letter of recommendation, and an interview.

No. Students with intellectual disability leave PK-21 education at different times and for different reasons. As a result, students may receive a certificate of completion, alternative diploma, traditional diploma, GED, etc.

University of Northern Colorado requires students to be their own legal guardian. The other campuses do not have a guardianship policy.

We encourage students who could pursue a traditional degree to do so. Students accessing inclusive services and modifications are considered to be non-degree seeking. If you are seeking a traditional college degree, there may be other avenues available that better address the student’s social support needs. We encourage students that wish to be traditional degree-seeking students to review our Levels of College Support handout (linked above).

We encourage you to attend the regular campus tours offered by the school of interest and set up a meeting with the inclusive service office for when you will be on campus.

Tuition varies by institution. A variety of funding sources exist to lower costs for students. These include government funding, financial aid, and scholarships. In addition, we encourage you to learn about options available via the Department of Vocational Rehabilitation, Case Management Agencies, and ABLE accounts. For more information, please refer to our Financial Resources page.

Yes! Financial aid is available to students with ID at all eight schools with inclusive higher education.

No! We are a non-profit advocacy organization that promotes inclusive higher education and partners with institutions of higher education to help them develop their own supports for students. We do not provide direct support to students and do not receive money from students who enroll via inclusive pathways.

The reauthorization of the Higher Education Opportunity Act in 2008 increased access to college campuses for students with intellectual disability by defining comprehensive transition and postsecondary programs (CTP). IN! was founded in 2014 to advocate for the establishment of inclusive higher education (IHE) in Colorado. In 2016, IN! helped pass Senate Bill 16-196, “Inclusive Higher Education Act,” which established pilot funding for the University of Northern Colorado, Arapahoe Community College, and University of Colorado at Colorado Springs to open their doors to students with intellectual disability.

Traditional disability services offices provide accommodations to students. Through inclusive services, students can also receive modifications. However, with inclusive services, students also receive support in a wide range of domains including academics, social engagement, career development, and independent living.

Examples of traditional accommodations include: Extended time, assistive technology, frequent breaks, audio books, and quiet test location.
Examples of inclusive modifications include: Shortened paper lengths, alternative assessments, and abbreviated reading assignments.

No. Colleges establish inclusive higher education as part of the campus’s system to support students with intellectual disability. Students receive support from the inclusive offices on campus just as other students receive support from other student support offices (i.e. counseling, international affairs, diversity offices).

The Inclusive Higher Education Accreditation Council (IHEAC) recently released accreditation standards. OIS at UCCS was the second IHE in the nation to go through this process and become an accredited program! Moving forward, each IHE in Colorado will work to comply with the accreditation standards.

In addition, Comprehensive Transition and Postsecondary (CTP) Program status is a federal designation first outlined in the 2008 Higher Education Opportunity Act. IHEs at ACC, Regis, UCCS, and UNC have received CTP approval; CSU, LCC, MSU Denver, and PPSC are in the process of gaining this status.

Enrollment in inclusive higher education continues to grow in Colorado. In the first school year (2016-17) of inclusive services, 19 students were enrolled between three schools. Now, enrollment in each IHE fluctuates between 15-25 students each year, putting statewide enrollment at about 100 students annually.