More and more adults with intellectual disability such as with Down syndrome are attending mainstream colleges.
How is this possible? What kind of classes do they take?
If you’ve ever gone to college, you know that the typical coursework would be too difficult for someone with a low IQ.
Even classes that you may have breezed through, you might also think an intellectually disabled individual would find overwhelming.
They were either in special ed for primary/secondary school, or, were in mainstream classes but with modification.
A third possibility for primary/secondary school is that they had no modification but struggled through-and-through.
- So how is it that they’re able to take on college coursework?
- What are they majoring in?
- What kind of degree can someone with an intellectual deficit achieve?
Colleges and universities in the U.S. (and other countries) have developed programs specifically for people with intellectual disabilities, including Down syndrome.
What kind of college classes do intellectually disabled students take?
These aren’t conventional academic degree programs (e.g., degree in computer science, business administration, hotel and restaurant management, graphic design, economics, education, art history, Japanese studies).
Rather, they are intentionally designed to give participants access to the “college experience” while focusing on practical skills, social development and in some cases, vocational training.
Over the last 20 years, there’s been a push for more inclusive postsecondary education.
Families, advocacy groups and disability-rights organizations have argued that people with intellectual disabilities deserve opportunities beyond high school that don’t just stop at adult day programs or unskilled employment right out of high school.
In response, many colleges have created certificate-based or non-credit programs.
These typically emphasize independent living skills (like homemaking and basic cooking), communication, employment readiness and sometimes personal interests such as art, fitness or technology (for instance, using a mobile device).
“I Go to College”
From the institution’s perspective, yes — there is a recognition that being able to say, “I go to college,” is powerful for self-confidence, identity and social inclusion.
The programs are structured so that cognitively disabled students can participate in campus life, interact with peers, and in some cases audit or lightly modify regular classes.
They often use peer mentors — undergraduates who help such students navigate campus.
This integration is intentional, because a major goal is inclusion and dignity, not just skill acquisition.
Keeping up with Traditional College Coursework
Even with accommodations, someone with an IQ of 68 would find this overwhelming from a cognitive standpoint.
However, those with IQ’s in the “slow learner” range might be able to keep up if there are modifications and if the overall workload is light. It also depends on the subject.
Philosophy 101 and Chemistry 101 wouldn’t be as doable as, for instance, film history, photography, public speaking and physical education (yoga, swimming, volleyball).
That’s why these programs are separate tracks, usually ending in a certificate rather than a degree.
So though film history or basic phys ed, as a single class, is considered relatively easy, an actual degree in film arts or physical education would not be doable for someone with a diagnosis of an intellectual impairment.
The “college student” identity is partly symbolic, but it’s not purely about self-esteem.
Research suggests that participation in such programs can improve employment outcomes, social functioning and quality of life compared to those who don’t have access to them.
So in short, these courses exist both to build confidence and to provide structured, real-world benefits.
The ability to say “I attend college” isn’t just a morale booster — it also signals to employers and the community that the student is participating in mainstream society rather than being excluded from it.
The Morale Booster of Being a College Student
Someone with Down syndrome or a cognitive disability from, say, oxygen deprivation to the brain during birth, will genuinely be able to participate in campus life — classes, housing, activities —meaningfully altering how they see themselves, and even how others see them.
Activities could be as simple as a Saturday night pizza party for a particular floor at a large dormitory.
Those took place all the time at the 12-story dorm I lived at during college.
Though curricula would focus on independent living, vocational exploration and honing social skills, students with an intellectual deficit could still experience dormitory living and hang out with typical college students – for instance, eating dinner with them at the dorm cafeteria.
Though it may seem that the whole idea for intellectually disabled adults for attending college is for feel-good participation, the coursework would focus on transitioning them into adult roles (living as independently as possible, holding down a job).
Employment Outcomes
An employer is more likely to hire someone who has a college certificate, even if the job consists of mundane labor such as collecting stray merchandise at a big box retailer or custodial work at a hospital.
Yes, it really does help the outcome when applying for a job.
The employer knows that this particular applicant is willing to focus and put in the work, to learn new things and has gained social experience from college life.
