A Historical Overview of College Access for Students with Intellectual and Developmental Disabilities in the United States

By Jesus Rey

Higher education can be a transformative chapter in a person's life, full of new perspectives, social opportunities, and the development of lifelong skills. Yet, for much of U.S. history, individuals with intellectual and developmental disabilities (IDD) were systematically excluded from accessing this formative experience. Over time, driven by advocacy, legislation, and a shift in societal values, the path to post-secondary education has widened. 

Throughout their time on campus, college students forge new relationships that can strengthen interpersonal skills and lead to lasting friendships. They also encounter new perspectives that shape their understanding of the world and themselves. Federal legislation, such as the Higher Education Opportunity Act (HEOA) of 2008, has helped make these enriching experiences more accessible to adults with intellectual and developmental disabilities. Nearly 300 higher education institutions across the United States now offer formal programs designed to support students with IDD in important aspects of the undergraduate experience [1].

Inclusive higher education has been proposed as a pathway to promote independent living skills, enhance self-determination, foster behavioral self-regulation, and build social competence. Research has shown that students with IDD who participate in inclusive college programs are more likely to find employment and earn higher wages than peers without such experiences [1].

In the past two decades, Inclusive Postsecondary Education (IPSE) programs have expanded rapidly, giving more individuals with IDD access to college. This growth has been largely driven by legislative initiatives, particularly the HEOA of 2008. The law eliminated key barriers by allowing financially eligible students with IDD to access federal financial aid—such as Pell Grants and work-study—if they are enrolled in an approved Comprehensive Transition and Postsecondary (CTP) program. The U.S. Department of Education also awarded over $29 million in funding to IPSE programs through its funding cycles in 2010, 2015, and 2020 [2].

Additionally, the HEOA grants the Secretary of Education authority to waive certain provisions that would otherwise prevent students with disabilities from attending postsecondary institutions. While many of these programs are certificate or non-degree granting, they offer socialization, skill-building, and real-life experience that many students with disabilities seek [3]. More recently, some states like California have taken further legislative steps. In 2023, Governor Gavin Newsom signed Assembly Bill 447 (AB 447), which encourages all CSU and UC campuses to develop non-degree programs for students with IDD [4]. Such efforts represent a broader movement at the state level to build on the foundation laid by federal initiatives like the HEOA.

Since the passage of the HEOA, postsecondary opportunities for students with IDD have continued to grow. In the 2021–2022 academic year, 310 higher education programs at more than 200 campuses were supporting young adults with IDD [5]. In addition to traditional college settings, many vocational and day programs now offer alternatives for students who may not pursue the academic route. These diverse pathways reflect a broader recognition of the value of inclusion and choice in postsecondary education.

These advances did not emerge in isolation. Earlier legislative efforts laid the groundwork for inclusive higher education. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability in any program receiving federal financial assistance. This statute established that if an institution fails to provide reasonable accommodations to students with disabilities, it could lose federal funding [6]. As a result, higher education institutions became early laboratories for interpreting disability rights under federal law.

However, despite this progress, meaningful access to higher education for students with IDD remained limited for decades. Comprehensive federal support for special education didn’t begin until the Education for All Handicapped Children Act in 1975. Only in the decades that followed did growing numbers of students with disabilities become academically prepared and begin seeking entry into college. From the 1970s through the 1990s, legal disputes often centered on determining whether a student was “otherwise qualified” and what accommodations were reasonable in the college setting [7].

Before the second half of the 20th century, students with intellectual disabilities often had no right to a public education, much less access to higher education. In fact, some state laws explicitly excluded children with certain types of disabilities, including intellectual disabilities, from attending public schools. During the 1970s, parents across the United States had to turn to litigation to assert their children's right to education [8]. These movements by parents created the awareness necessary for legislation to be passed for students with IDD in the United States to gain access to higher education and receive accommodations.

Sources

[1] Lee, C. E., Day, T. L., Carter, E. W., & Taylor, J. L. (2020). Examining growth among college students with intellectual and developmental disability: a longitudinal study. Behavior Modification, 45(2), 324–348. https://doi.org/10.1177/0145445520982968

[2] Hill, R. B. S., Fields, A. M., Castle, M., Perez, L. M., & Plotner, A. J. (2024). Exploring the personal identity of college students with intellectual and developmental disabilities. Emerging Adulthood, 12(4), 467–480. https://doi.org/10.1177/21676968241245752

[3] Bain De Los Santos, S., & Kupczynski, L. (2019). Painting a Picture: A Timeline of Students with Disabilities in United States History. In Advancement Via Individual Determination Liaison, Center for Student Success, Texas A&M University-Kingsville, Professor of Education, College of Health Sciences, & University of St. Augustine for Health Sciences, NATIONAL FORUM OF SPECIAL EDUCATION JOURNAL (No. 1; Vol. 30). https://www.nationalforum.com/Electronic%20Journal%20Volumes/Bain%20De%20Los%20Santos,%20Stephanie%20A%20Timeline%20oF%20Students%20With%20Disabilities-NFSEJ%20V30%20N1,%202019.pdf

[4] College for students with Intellectual Disabilities. (n.d.). https://undivided.io/resources/college-for-students-with-intellectual-disabilities-1390

[5] Egan, E. (2025, July 18). College Opportunities for Young Adults with Intellectual and Developmental Disabilities. Community Mainstreaming. https://www.communitymainstreaming.org/blog/college-opportunities-for-young-adults-with-intellectual-and-developmental-disabilities/

[6] Bain De Los Santos, S., & Kupczynski, L. (2019b). Painting a Picture: A Timeline of Students with Disabilities in United States History. In Advancement Via Individual Determination Liaison, Center for Student Success, Texas A&M University-Kingsville, Professor of Education, College of Health Sciences, & University of St. Augustine for Health Sciences, NATIONAL FORUM OF SPECIAL EDUCATION JOURNAL (No. 1; Vol. 30). https://www.nationalforum.com/Electronic%20Journal%20Volumes/Bain%20De%20Los%20Santos,%20Stephanie%20A%20Timeline%20oF%20Students%20With%20Disabilities-NFSEJ%20V30%20N1,%202019.pdf

[7] Rothstein, L. (2015). THE AMERICANS WITH DISABILITIES ACT AND HIGHER EDUCATION 25 YEARS LATER: AN UPDATE ON THE HISTORY AND CURRENT DISABILITY DISCRIMINATION ISSUES FOR HIGHER EDUCATION. In JOURNAL OF COLLEGE AND UNIVERSITY LAW (Vols. 41–41, Issue No. 3, pp. 532–534). https://www.nacua.org/docs/default-source/jcul-articles/jcul-articles/volume41/41_jcul_531.pdf?sfvrsn=cdbe89bf_8

[8] Grigal, M., Hart, D., Lewis, S., & Think College. (2012). A Prelude to Progress: The Evolution of Postsecondary Education for Students with Intellectual Disabilities. In INSIGHT: A Think College Brief on Policy, Research, & Practice (Issue 12). https://www.thinkcollege.net