Topics:
What is WSU ROAR?
Our Guiding Principles
Auditing WSU Courses
Supports
Instructor Perspectives
This page introduces the WSU ROAR program and shares inclusive strategies to support students with intellectual and developmental disabilities (IDD) in your classroom. Our goal is to provide faculty with a better understanding of the program and offer tools to help foster a classroom environment where all students feel respected, included, and supported in their learning.
WSU ROAR (Responsibility, Opportunity, Advocacy, and Respect) is a two-year inclusive postsecondary education program for students with IDD. As fully engaged Cougs, ROAR students take college courses, live in the dorms, use campus dining, join clubs, and participate in campus life alongside their degree-seeking peers. You'll often see them interning across campus as they build job skills and professional experience.
ROAR students take two types of courses during their time at WSU.
WSU Audit Courses: These are WSU courses that students attend as auditing participants. ROAR students contribute through discussions, group work, presentations, and assignments.
ROAR Program Courses: These specialized courses focus on independent living, digital literacy, and professional development.
Students also receive employment support through job shadowing, internships, and work opportunities on and off campus. Inclusive college programs like ROAR have been shown to increase self-determination, improve employment outcomes, and expand long-term career opportunities for students with IDD (Avellone et al., 2021).
At the heart of the ROAR program are guiding principles that shape how we support students. These principles reflect our commitment to helping each student thrive academically, socially, and personally.
Person-Centered Planning: We honor each student's unique goals, strengths, and preferences, centering their voice in all planning and decision-making.
Dignity of Risk: Every individual has the right to take risks and make their own choices.
Strengths-Based Approach: We focus on each student's abilities, knowledge, and talents, emphasizing what they can do and how they shine.
Presumed Competence: We believe all students can learn, grow, and contribute meaningfully when supported in ways that honor their strengths, needs, and aspirations. Each student is an expert on their own life.
Supported Problem Solving: We empower students to navigate challenges with guidance when needed, offering support without taking over.
A key component of the ROAR program is full inclusion in university courses. ROAR students audit these courses, meaning they participate fully but without receiving credit. Auditing offers flexibility and allows students to engage in learning at a pace and in a way that aligns with their individual goals.
ROAR students, like their degree-seeking peers, bring curiosity, commitment, and a desire to grow. As auditing students, they engage in classes alongside their peers, building connections, receiving feedback, advocating for themselves, and pursuing meaningful learning that aligns with their goals. They may use individualized supports or strategies, reflecting the natural diversity of learners in any college classroom.
Audit WSU courses
Take ROAR program courses
Use individualized supports and academic coaching
Engage in career exploration, job shadowing, and internships
Attend classes on campus
Participate in group discussions and projects
Join clubs, campus events, and social activities
Build relationships with classmates and instructors
Enroll in credit-bearing courses
Follow a degree-specific course plan
Complete graded assignments and exams
Work toward graduation requirements
Students in WSU ROAR are evaluated through a personalized, student-centered approach. With support from their academic coaches and program staff, each student creates an Individualized Learning Plan for their audit courses. In these plans, a ROAR student sets their goals with an emphasis on academic skills, self-management, or classroom engagement.
While audit students do not receive credit for their courses, some ROAR students are preparing to pursue degree-seeking pathways, and they may request your partnership in this. For example, a ROAR student may ask you to grade their submissions or include them in group projects. Your partnership, whether through feedback, encouragement, or simply welcoming a student into your classroom has meaningful impact on their experience and growth.
The following sections highlight the different ways ROAR staff supports our students, ways you as the instructor may create inclusive classroom settings (many of which you're already doing!), and how the ROAR staff can support you, the instructor.
Individualized Learning Plans
Course Accommodations
Academic Coaching Staff
Study Lounge
Weekly Personal Check-Ins
Self-Advocacy Skills Seminar
Encouragement in Group Work and Class Discussions
Providing Clear Instructions
Using Flexible Teaching Methods
Promote Peer Interaction
Optional Feedback on Submissions
Accommodations Support
Alignment with Course Objectives
Instructor Support and Collaboration
Classroom Engagement Strategies
Ongoing Help
"I wanted to mention how much growth I've noticed in [student] since I first met him. He's one of the most outgoing students in his class! I'm incredibly impressed with him and give [student] credit for his accomplishments, but it's clear the support and experience he gained through being a part of ROAR has had a positive and significant impact on him."
"To be honest, I was so impressed with the last set of ROAR students I had. They participated very well in in-class activities and at times asked questions."
"It was great to see [student] in class and I'm glad she decided to join."
We're here for you, the instructor, just as much as we are here for our students. If you have any questions, whether about the ROAR program, student-specific needs, or anything else, please don't hesitate to reach out. We're committed to ongoing support and can assist in whatever way works best for you. Whether its observing your classroom, meeting with you in your office, or discussing strategies, we're here to support in any way we can. You'll find us in Cleveland Hall 243, and we're always happy to connect. Please contact us if you have questions.
Avellone, L., Camden, J., Taylor, J., & Wehman, P. (2021). Employment Outcomes for Students with Intellectual Disabilities in Postsecondary Education Programs: A Scoping Review. Journal of Postsecondary Education and Disability, 34(2), 223–238.