Winston-Salem State University HBCU IPSE Program
Year 1 of 4: April 1, 2025 - September 30, 2025
System Gap Addressed
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 (I/DD) 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
- Develop an initial, robust plan for creating an IPSE program at the school to begin as a pilot in either August 2026 or January 2027.
- Work with University Admissions to modify/amend current admission policy to build a pathway for students with IDD to matriculate at WSSU.
- Identify potential campus and community organizations with expertise in mental health, academic support, leadership, and career readiness by the end of the first six months (Year 1) to establish a collaborative commitment for accessibility.
- Gain academic institution leadership approval of planned program and planned budget.
- Conduct a curriculum review of existing WSSU courses to identify at least five relevant courses that align with IPSE goals by the end of Year 2.
- Organize Training Materials.
- Develop a recruitment plan for students who will attend and the number of students the program will support once established.
- Outline a detailed evaluation plan to monitor and evaluate the performance activities and outcomes, focused on gathering information to improve the program.
- Initiate community collaborations to build into career development which can lead to competitive employment for students with ID or ID and developmental disabilities.
Description of Activities
- Meet with campus leadership and gain approval for implementation of a specialized admission process which evaluates students based on individualized assessments, personal interviews, and educational history rather than GPA and standardized test scores.
- Collaborate with contacts from campus stakeholders (including the university counseling center, services for students with disabilities office, university advising center, and other offices) and community organizations contacts.
- Coordinate campus involvement and outline collaborative commitment to create accessibility for students with IDD.
- Partner with Hispanic-serving organizations within the community and on campus, cultural centers, and advocacy groups to further broaden university outreach.
- Collaborate with IPSE Leaders on training and education curriculum.
Outcomes to Date
- Letters of commitment from campus leadership for support of IPSE program development.
- Appointment of key campus stakeholders for coordination of campus and community organization engagement, including the hire of program manager and student staff to facilitate culturally diverse outreach.
- Collaboration on curriculum review for universal design, and co-development of instructional materials with IPSE Leaders.
- Program Leaders to attend Mid-Atlantic Regional Alliance for Inclusive Higher Education Conference July 2025
Contact for questions:
Juanita Hooker, NCCDD Systems Change Manager: