Recently, someone asked us: “Is this program primarily an experience, or is it something that actually builds lasting value?”

It is an important question. And our answer is simple: “Well, that depends on the student.”

Inclusive postsecondary education (IPSE) is not designed to be an independent experience. It is designed to be a collaborative investment. Students and families choose higher education because they believe in a future defined by increased independence, meaningful employment, strong social networks, and purpose. We believe in preparing the student for life ahead. Life after postsecondary education. What will that look like? Where will I live? Where will I work? Who will be my circle of support?

Our role, as professionals, is to help students understand not only what they gain from this opportunity, but also what is required of them to fully benefit from it. That is “the deal”–we like to say.

The Value of Inclusive Postsecondary Education

IPSE programs provide far more comprehensive and individualized support than most traditional degree-seeking students receive. Students benefit from consistent coaching across academic, employment, and independent-living domains; intentional opportunities to build networks, social capital, and genuine community belonging; and ongoing guidance from trained staff who understand the complexities of transition and access within higher education. We do recognize that these types of support already exist beyond an IPSE setting. Yet, our goal is to intentionally create a space where students can explore, practice, and try out different kinds of support so they can decide for themselves which strategies they want to use and how they want to advocate for them.

This support is not by chance. This is intentional. This reflects a commitment to preparing students for success after college, not just the four years we get to be alongside them.

Our Strength: Deliverables and Outcomes

Being outcomes-driven is one of the greatest strengths of our field. We track progress. We document growth. We optimize resources. We share best practices. Our programs are designed to produce tangible results. But with that strength comes a challenge. When so much emphasis is placed on outcomes, students start to view college as something that just “happens to them” rather than something they actively participate in.

It becomes all about the intervention, with far too little emphasis on the interaction.

No, this isn’t unique to IPSE. How often do we find ourselves reassuring one another that these aren’t issues isolated to just our programs…that all students experience them…and that everything will be okay? We get it. The difference is that our students receive more direct support, and their engagement is essential for that support to have the effect we are aiming for. We think of ourselves as proactive, rather than reactive –cultivating an environment for students to succeed in their own capacities.

The Student’s Role: Maximizing the Investment

Higher education is a significant investment of time, energy, and effort, and students play a critical role in seeing the return. Students must communicate when challenges arise, practice independence even when it feels uncomfortable, and take ownership of their goals and progress.

We can walk beside the student to the finish line, but they are the ones that have to cross it. The students own the power to create their own story. We may see a student’s independence before they do, but watching them grow through successes and challenges is one of the best parts of empowerment.

Reframing the Conversation

So, we hope that instead of being asked whether IPSE is “just an experience,” you get to answer a more productive question: How can students use this opportunity to build the life they want?

Programs like ours exist because we believe in that possibility. We believe in building pathways. And we believe that higher education should be a space where students with intellectual and developmental disabilities do learn and thrive.

The Bottom Line

For professionals, it’s time to reflect. Are we only teaching the skill, or are we teaching students how to use supports so they can sustain that skill over time? Did our student walk away understanding the “why” behind the lessons or conversations they had today? Our job is not only to provide support but to set clear expectations and to communicate transparently about the work ahead.

Inclusive postsecondary education is a shared investment between students, professionals, families, and communities. When we all show up to work, the outcomes speak for themselves: graduates are employed, connected, confident, and ready to actively engage in their communities.

And that is something worth investing in.

Kayla Canis

Dom Vera

UNT ELEVAR