Winston-Salem State University HBCU IPSE Program

Year 2 of 4: 10/01/2025 - 9/30/2026

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 (IDD) 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

• Work with University Admissions to modify/amend the current admission policy and finalize admission criteria to build a pathway for students with IDD to matriculate at WSSU’s IPSE program, PILLAR. 
• Finalize a curriculum of at least five relevant courses that align with IPSE goals by the end of Year 2.
• Develop a recruitment plan for students who will attend, and the number of students the program will support once established. 
• Coordinate with local high schools, group homes, and community colleges, and conduct information sessions and open houses complemented by virtual events for those institutional settings, and bilingual workshops for parents and caregivers to announce and advertise the PILLAR program moving into recruitment.
• Launch application process in several formats to initiate recruitment of potential students into the PILLAR program through individualized assessments, personal interviews, and educational history.   
• Draft paraprofessional job descriptions for program supports (peer mentors and supports)
• Identify and outline a process of recruitment, training, and support services to reinforce current undergraduate student mentors.
• Develop a parent support platform to encourage caregiver/family feedback and promote program transparency.   
• Develop additional goals for the detailed evaluation plan to monitor and evaluate the performance activities and outcomes, focused on gathering information to improve the PILLAR program. 
• Recruit undergraduate student mentors.
• Refine the parent support program. 
• Identify any additional personnel needed for a successful pilot program
• Open applications for students to enroll in PILLAR in Spring 2027.
• Nurture community collaborations with regular follow-up to build into career development, which can lead to competitive employment for students with ID or ID and developmental disabilities.

Description of Activities

• Amend and finalize admission criteria that create a specialized admission process that evaluates students based on individualized assessments, personal interviews, and educational history rather than only GPA and standardized test scores.
• Collaborate with IPSE Leaders and modify training and education materials to include cultural competencies.
• Train WSSU faculty and staff on ADA for postsecondary education and inclusive teaching practices. 
• Recruit and train student mentors to who will assist IPSE students in navigating campus life, managing coursework, and building independence and social connections.
• Promote the PILLAR program through open houses and community information sessions. Launch the application process.

Outcomes to Date

• Obtained letters of commitment from WSSU leadership for support of the PILLAR IPSE program development.
• Secured contractual agreement with an external IPSE leader as IPSE Consultant to advise on updates and revisions to WSSU’s Admission Policies. 
• WSSU’s PILLAR program facilitators and external IPSE Consultant initiated and sustained engagement with Admissions and Disability Services to outline key areas of existing university admission policies for modifications that will enhance IPSE program access and align with initiative goals. 
• Established a Program Evaluation Framework and implemented a Survey Instrument for improving the use of data-driven tracking and monitoring of processes and outcomes. 
• Established Peer Mentor Recruitment Guidelines, which are now pending revisions and ultimate submission/approval through WSSU Leadership.
• Created a Mentor-Mentee Contract. 
• University (WSSU) supported the Initiative in providing an initial IPSE Training presentation to WSSU faculty and staff, November 19, 2025, to outline established protocol on incorporating the Americans with Disabilities Act (ADA) tenets within Postsecondary Education and Inclusive Teaching Practices. 
• Added clear, measurable revisions to admissions criteria and application rubric for recruitment that are being reviewed for approval by administration leadership. 
• WSSU’s Office of Administration, in agreement with the Initiative, identified and approved the Department of Interdisciplinary Studies to house the PILLAR Program. 
• Developed a bilingual informational recruitment pamphlet for community and school distribution as an information share for onsite and virtual visits expected to initiate in Fall 2026 for interested program applicants.  
• Established an internal introductory certificate program that will model existing accreditation programs, such as Western Carolina University.
• Realigned the existing team with increased work availability for greater strategic planning and a successful pilot year. 
• Created a parent support platform, including Parent and Family Handbook. This serves as a guide on how PILLAR operates and implements student supports. It outlines the expectations of student experiences.  It also includes policies and communication practices. 
• Outlined a pre-orientation week designed to help new students acclimate to campus, build routines, and receive structured preparation prior to the semester beginning. This also prioritizes early Peer Mentor connections. 
• Established a program model for student progression, from pre-semester supports, through foundational college courses, to career outcomes, including academic coaching sessions and tutorial resources.
• Incorporated internships and work-based learning models with integrated mentorships to create formal structure to engage community partnerships and vocational collaborations for sustainable employment-focused outcomes.
• Drafted a PILLAR program website to support community program marketing, recruitment campaign, and virtual share of marketing materials.
• Finalized the PILLAR course sequence and class offerings that can align with students' academic- and career-readiness, independent living skills, financial management skills, and self-advocacy development. The courses align with the program's goals and provide a structured pathway throughout the certificate program.
• Completed the overall PILLAR program framework and curriculum, including the Student Handbook, Staff Handbook, and Peer Mentor Handbook. This establishes the program structure, learning outcomes, instructional content, and implementation plan, and provides a comprehensive roadmap for program delivery and student success.
• Developed a comprehensive outreach database of community organizations, local agencies, and guidance counselors throughout Winston-Salem and Forsyth County, including public, charter, and private schools. These partnerships will support future recruitment efforts, information sessions, and ongoing community engagement.
• Revised cohort launch date to Fall 2027 to ensure a more productive start for new students into the campus community. This will allow admitted students to spend a few days experiencing Winston Salem State University campus in March, April and late April for various events hosted by the academic departments. The objective is that PILLAR helps students get scheduled for the classes they need and get acclimated to the college experience on campus before all students arrive.
• Submitted a White Paper of ‘Lessons Learned’ to be shared in the collaboration and support of other IPSE programs that might develop in North Carolina and partnering states.
• Created a PILLAR Advisory Committee to provide expert program guidance, specialized knowledge, and help program leaders make informed decisions and respond to emerging challenges. The PILLAR is currently recruiting a strong fundraising strategist.

Contact for questions: 

Juanita Hooker, NCCDD Systems Change Manager: This email address is being protected from spambots. You need JavaScript enabled to view it. 

Last updated September 29, 2026