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It summarizes findings from a mixed-methods study using a national online survey and virtual interviews with program staff across 62 programs in 32 states. The brief highlights that admissions commonly prioritize functional skills and social behaviors over academic skills, then outlines a typical multi-step timeline including open houses, document preparation, online applications, and screener interviews.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-think-college-brief-on-policy-research-practice-issue-no-68-admissions-process-and-eligibility-criteria/585047/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-think-college-brief-on-policy-research-practice-issue-no-68-admissions-process-and-eligibility-criteria/585047.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Is there a standardized admissions process for postsecondary programs for students with intellectual disability?","Question",{"text":112,"@type":113},"No. Programs often use their own multi-step processes, which can create confusion about expectations and eligibility criteria.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does research suggest admissions teams prioritize most?",{"text":117,"@type":113},"Programs generally prioritize functional skills and social behaviors rather than academic skills.",{"name":119,"@type":110,"acceptedAnswer":120},"What documents are typically expected before applying?",{"text":121,"@type":113},"Applicants usually need up-to-date educational documents such as high school transcripts and evidence of diploma or formal exit, and the most recent IEP (including relevant addendum materials). 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It is important for prospective students, their families, and educators to understand the admissions process and expectations that inclusive postsecondary education programs hold for incoming students with intellectual and developmental disabilities. Although it is quite different  \nfrom the traditional college admissions process, there are many similarities. However, there is no standardized admissions process for postsecondary education programs for students with intellectual disability, which can leave prospective students and families with a lot of questions and confusion about the process and the eligibility criteria required to “think college.”  \nIn a research study published in Career Development and Transition for Exceptional Individuals, Gilson and colleagues (2024) summarize a mixed methods study that explored the admissions process and eligibility criteria for programs that support students with intellectual and developmental disabilities. The researchers used a national online survey and virtual interviews with postsecondary education program staff to learn about the skills, behaviors, and qualities most commonly valued during the admissions process. They also explored the steps and timeline of the admissions process. Research participants represented 62 programs across 32 states. The study’s findings revealed that postsecondary education programs for students with intellectual disability generally prioritized functional skills and social behaviors rather than academic skills. In this article, we will demystify the admissions process by highlighting the key take-aways from the study and share helpful tips for prospective students, families, and educators to prepare for college.  \nThere is no standardized admissions process for postsecondary education programs for students with intellectual disability, which can leave prospective students and families with a lot of questions and confusion about the process and the eligibility criteria required to “think college.”  \nWhat are the components of the admissions process?  \nThe admissions process differs across programs, but many share common elements within a multi-step process. Here we describe the common elements and general timeline. Although each postsecondary education program puts its own spin on the admissions journey, the process is designed to help everyone—students, families, and staff—find the right fit, and it can be an exciting first step toward an incredible college experience!  \n❐ Open house (attend prior to applying):  \nMany programs host in-person or online open houses, which are open to prospective students, families, educators, and community members. One interviewee shared that they hope the open house helps students“envision themselves on campus.”  \n❐ Educational documents (prepare prior to applying): When preparing for college, it is important to ensure that the applicant’s documents are up to date and accurately reflect their educational history so far. This includes their high school transcripts and evidence of diploma, certificate, or formal exit from high school. If the applicant received special education services in a public school, they would need to include the most recent version of their Individualized  \nINSIGHT: A Think College Brief on Policy, Research, & Practice • Issue No. 68  \nEducation Program (IEP) . This should include any relevant addendum documents, such asa Behavior Intervention Plan and transition planning documents. Additionally, many programs recommend that applicants have a recent psychological evaluation within the last three","cbCaipIWONheLmNY","https://ap.wps.com/l/cbCaipIWONheLmNY","pdf",260211,"English","# Admissions Process Overview\n## Why admissions can differ across programs\n## Common components and general timeline\n### Open house\n### Educational documents\n### Online application\n### Screener interview","[{\"question\":\"Is there a standardized admissions process for postsecondary programs for students with intellectual disability?\",\"answer\":\"No. Programs often use their own multi-step processes, which can create confusion about expectations and eligibility criteria.\"},{\"question\":\"What does research suggest admissions teams prioritize most?\",\"answer\":\"Programs generally prioritize functional skills and social behaviors rather than academic skills.\"},{\"question\":\"What documents are typically expected before applying?\",\"answer\":\"Applicants usually need up-to-date educational documents such as high school transcripts and evidence of diploma or formal exit, and the most recent IEP (including relevant addendum materials). Many programs also recommend a recent psychological evaluation documenting intellectual disability.\"}]","A Think College Brief on Policy, Research, & Practice - Issue No. 68 - Admissions Process and Eligibility Criteria | PDF",1792053513,13]