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Winston-Salem State University HBCU IPSE Program

Year 2 of 4: 10/01/2025 - 9/30/2026

System Gap Addressed

Goal1

Universities and colleges have long recognized the importance of a diverse student body. However, many higher education institutions are missing critical opportunities to expand diversity among students by including students with intellectual disabilities. Students with intellectual and developmental disabilities (IDD) represent a largely underserved population in postsecondary education. Creating a more inclusive environment and teaching using universal design can have a multiplier effect that will, in turn, attract more students. Inclusive post-secondary educational (IPSE) opportunities for individuals with intellectual disabilities (ID) (or students with ID and co-occurring developmental disabilities) have been expanding for decades. However, IPSE remains a reality that few families consider. Attending college can contribute to growth among individuals with intellectual disabilities in many of the same ways traditional students benefit from postsecondary education: academic and personal skill building, independence, self-advocacy, friendships, and, perhaps most importantly, employment skills.

Initiative Goals

  • Work with University Admissions to modify/amend current admission policy and finalize admission criteria to build a pathway for students with IDD to matriculate at WSSU.
  • Finalize a curriculum of at least five relevant courses that align with IPSE goals by the end of Year 2.
  • Develop a recruitment plan for students who will attend and the number of students the program will support once established.
  • Coordinate with local high schools, group homes, and community colleges and conduct information sessions and open houses complemented by virtual events for those institutional settings, and bilingual workshops for parents and caregivers to announce and advertise the program moving into recruitment.
  • Launch application process in several formats to initiate recruitment of potential students into the IPSE program through individualized assessments, personal interviews, and educational history.
  • Draft paraprofessional job descriptions for program supports (peer mentors and supports)
  • Identify and outline a process of recruitment, training, and support services to reinforce current undergraduate student mentors.
  • Develop a parent support platform to encourage caregiver/family feedback and promote program transparency.
  • Develop additional goals for the detailed evaluation plan to monitor and evaluate the performance activities and outcomes, focused on gathering information to improve the program.
  • Recruit undergraduate student mentors.
  • Refine the parent support program.
  • Identify any additional personnel needed for a successful pilot program
  • Open applications for students to enroll to initiate Spring 2027.
  • Nurture community collaborations with regular follow-up to build into career development which can lead to competitive employment for students with ID or ID and developmental disabilities.

Description of Activities

  • Amend and finalize admission criteria that creates a specialized admission process which evaluates students based on individualized assessments, personal interviews, and educational history rather than only GPA and standardized test scores.
  • Collaborate with IPSE Leaders and modify training and education materials to include cultural competencies.
  • Train WSSU faculty and staff on ADA for postsecondary education and inclusive teaching practices.
  • Recruit and train student mentors to who will assist IPSE students in navigating campus life, managing coursework, and building independence and social connections.
  • Promote PILLAR program through open houses and community information sessions. Launch application process.

Outcomes to Date

  • Obtained letters of commitment from WSSU leadership for support of PILLAR IPSE program development.
  • Secured contractual agreement with an external IPSE leader as IPSE Consultant to advise on updates and revisions to WSSU’s Admission Policies.
  • WSSU’s PILLAR program facilitators and external IPSE Consultant initiated and sustained engagement with Admissions and Disability Services to outline keys areas of existing university admission policies for modifications that will enhance IPSE program access and align with initiative goals.
  • Established a Program Evaluation Framework and implemented a Survey Instrument for improving the use of data-driven tracking and monitoring of processes and outcomes.
  • Established Peer Mentor Recruitment Guidelines, which are now pending revisions and ultimate submission/approval through WSSU Leadership.
  • Created a Mentor-Mentee Contract.
  • University (WSSU) supported the Initiative in providing an initial IPSE Training presentation to WSSU faculty and staff, November 19, 2025, to outlining established protocol on incorporating the Americans with Disabilities Act (ADA) tenets within and Postsecondary Education and Inclusive Teaching Practices.
  • Added revisions to application materials for recruitment to be reviewed and approved by administration leadership.
  • WSSU’s Office of Administration, in agreement with the Initiative, identified and approved Department of History, Politics and Social Justice to house the PILLAR Program, where Dr. Radscheda Nobles is based.

Contact for questions: 

Juanita Hooker, NCCDD Systems Change Manager: This email address is being protected from spambots. You need JavaScript enabled to view it. 

Last updated January 2026