Applicants are interviewed to determine what they want to study, their level of motivation and their goals. Admission is not dependent on labels, academic prerequisites or IQ.
Students attend their local college or university on an inclusive basis. They do not attend separate classes, classrooms or separate curricula.
At least one student on each campus has significant and/or complex support requirements.
Students select courses based on personal interests. As with any other student, they direct their own course of studies and select a concentration of studies in a specific field.
Classroom learning is only one aspect of education, Students also participate in recreational, social, and athletic activities. During the summer they are supported to find and be employed in paid jobs.
Students do not serve as research subjects, or practicum opportunities, to learn about their disability.
Students prepare to become active, valued members of society and, as such, are fully involved, active, valued members of their educational community as a peer.
Student educational experience is commensurate with the expectations for the experience of a typical post-secondary student.
The goal of inclusive post-secondary education is to make full inclusion the norm, rather than attempting to ‘normalize’ students with developmental disabilities.
The role of Families, or Advocates, is critical to the success of the student and as such they are encouraged to learn about inclusive post secondary education, provide input and support.