An Overview of WSU ROAR

Introduction

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.

Guiding Principles

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.

Auditing WSU Courses

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.

How We Evaluate ROAR Students

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.

Supporting One Another in ROAR

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.

How Can We Help?

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. 

Citations

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. 

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