student with parents

The GLOBAL Inclusive Program

Inclusive College Certificate

Regis University’s GLOBAL Inclusive College Certificate is a higher education program that provides a collegiate experience for young people with intellectual and developmental disabilities (IDD). The academic course work and career exploration prepare these students for employment and independent living with the overall goal of self-sufficiency in adulthood. As the only Jesuit Catholic IDD program in the country, the GLOBAL Inclusive Program fosters the inherent dignity and autonomy of all students. It is open to students of any or no faith tradition. The GLOBAL Inclusive Program is made possible by the support of the Anna and John J. Sie Foundation and The Global Down Syndrome Foundation (GLOBAL).

Students must have a diagnosed intellectual developmental disability to be considered for the GLOBAL Inclusive Program. Applicants do not apply to Regis using traditional application procedures. Learn how to apply here. Once in the program, students complete 12-30 credit hours using a combination of modifications and accommodations. Upon successful completion, students are awarded a Credential of Completion at the University’s annual commencement ceremonies.

Program Overview

The GLOBAL Inclusive Program will have three scaffolded levels of programming that students can choose from depending on their need and interest.

Each student in the program will have their own peer mentor or mentors, depending on their program, who will work with them for up to 10 hours per week. The peer mentors are specially trained undergraduate students from outside of the GLOBAL Inclusive Program. Peer mentoring is a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support, and encouragement aimed at developing the competence and character of the mentee.

Peer mentors model behavior, focus on the positive, identify opportunities for connection, create learning experiences, and generally encourage their mentees. Specifically, mentors will accompany their mentees to courses, meet weekly with them individually, cultivate academic/life skills, accompany them to program/campus life events, and consistently work to integrate their mentees into the campus community.

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Questions?

We're here to help! Send us an email and a GLOBAL Inclusive Program representative will be happy to answer all of your questions.

Program Snapshot

Our academic program provides flexible and scaffolded options.

Curriculum

Students will have the opportunity to develop their career awareness.

Career Development

Students will participate across all areas of college life.

Living on Campus

How to Apply

Applying to Regis University is an exciting step in your educational journey. Simply review the application requirements and submit the application online to get started.

Learn How to Apply

Financial Aid

Regis University has been making higher education accessible to qualified students from all socio-economic backgrounds. We're here to help.

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FAQs for Parents

The application will include a student application, a parent application, student living questionnaire, academic/professional references, high school transcript, and IEP. The main criteria for acceptance will be (a) having a cognitive and/or developmental disability that would require accommodation under IDEA, and (b) the ability and enthusiasm, with appropriate accommodation/support, to do college-level work.

We have flexibility and will work with students to create a schedule that meets their academic and social emotional needs.

Fall Semester - Example 5 day per week living on-campus option (weekend programming would be individualized)
Monday Tuesday Wednesday Thursday Friday
7:00a.m.
8:00a.m. - 8:30a.m. Meet Peer Mentor for Breakfast Meet Peer Mentor for Breakfast Meet Peer Mentor for Breakfast Meet Peer Mentor for Breakfast Meet Peer Mentor for Breakfast
9:00a.m. - 9:30a.m. Physical Wellness 2Class Preparation Time Physical Wellness 2Class Preparation Time Physical Wellness
9:30a.m. - 10:45a.m. RCC200

4First-Year Writing and  Seminar Course
RCC200

4First-Year Writing and  Seminar Course
11:00a.m. - 12:00p.m. 3Tutoring

Academic Success Coach
3Tutoring

Academic Success Coach
3Tutoring

Academic Success Coach
12:00p.m. - 1:00p.m. Lunch with Peer-Mentor in the Student Center Lunch with Peer-Mentor in the Student Center Lunch with Peer-Mentor in the Student Center Lunch with Peer-Mentor in the Student Center Lunch with Peer-Mentor in the Student Center
1:00p.m. - 2:00p.m. Thriving for Life Skills Experience Thriving for Life Skills Experience Thriving for Life Skills Experience Thriving for Life Skills Experience Thriving for Life Skills Experience
2:00p.m. - 3:15p.m. 4Introduction to Philosophy 4Introduction to Philosophy
3:15p.m. - 4:00p.m.
4:00p.m. - 6:00p.m. Campus Life Event Campus Life Event
6:00p.m. - 10:00p.m.

 

2Students will arrive to class with their peer mentor 30 minutes before class starts. The Academic Success Coach will meet with them to ensure that they are ready for class. There will be some pre-teaching of the content of the course to help facilitate participation and active engagement. This 30 minutes will also allow those with social anxiety to enter the room in a calm and organized manner which facilitates learning and social engagement with peers. Throughout the program we will utilize universal design. Some accommodations will include visual schedules and technological supports.

3GLOBAL Inclusive Program students will work with a tutor on their individual learning plans. These tutoring sessions will be supervised by the Educational Support Specialist. The tutoring itself may be provided by the Educational Support Specialist or by a peer tutor depending on the individual course content and the needs of the student.

4Each of the classes will include modifications to the course content and the required competencies based on the individual abilities, needs and goals for the student. We will also provide individual accommodations based on the student’s needs. Consistent with our cura personalis, value accommodations and modifications will be holistic in nature. Accommodations will include but are not limited to use of iPads and other technology for notetaking as well as the engagement of student peer and audio recorders. Each course will be designed using a Universal Design for Learning (UDL) framework. The curriculum augmentation will include shadowing, graphic organizers, semantic maps, chunking, and visualizing. We will be including students and faculty from our allied health programs at the Rueckert-Hartman College of Health Professionals, including Occupational Therapy and Physical Therapy with creating learning environments and special adaptations to support learning. We will also work on self-determination strategies such as goal-setting, problem-solving and self-regulation. The accommodations and modifications of the course work are designed to meet the student’s academic needs and to promote an overall thriving experience.

 

Blue time is a flexible time that can be used for a variety of activities depending on the needs of the student. Some of the students who are interested in vocational programming with our athletic teams will need to arrive to campus early or stay later depending on the sport and the season. This will be individualized with the student and will be reflective of their individualized plan.

Gold time is cura personalis time or care for the whole person. This will involve physical activities, games, social activities and academic and spiritual events. A calendar of optional events will be provided to the student and a plan will be created with the student, success coach and parent/guardian to ensure a balanced approach.

We have flexibility and will work with students to create a schedule that meets their academic and social emotional needs.

Fall Semester - Example 2 day per week living off-campus option
Monday Tuesday Wednesday Thursday Friday
7:00a.m.
8:00a.m. - 8:30a.m. 1Arive on Campus - Connect with Peer Mentor 1Arive on Campus - Connect with Peer Mentor
9:00a.m. - 9:30a.m.

RCC200

2Class Preparation Time

RCC200

2Class Preparation Time

9:30a.m. - 10:45a.m. 4First-Year Writing and  Seminar Course 4First-Year Writing and  Seminar Course
11:00a.m. 3Tutoring 3Tutoring
Noon Lunch with Peer-Mentor in the Student Center

 Lunch with Peer-Mentor in the Student Center

1:00p.m. - 2:00p.m.

Thriving for Life Skills Experience

Academic Success Coach

Thriving for Life Skills Experience

Academic Success Coach

2:00p.m. - 3:15p.m. 4Introduction to Philosophy 5Introduction to Philosophy
3:15p.m. - 4:00p.m.
4:00p.m. - 6:00p.m. Campus Life Event Campus Life Event
6:00p.m. - 10:00p.m.

 

1Students who live off campus will meet their peer mentors at a designated spot each morning that they are on campus. For individuals who take public transportation that spot will be the bus stop on the south side of the campus. For individuals who will be transported by parents, guardians or other support individuals the location will be jointly agreed upon by the mentor, student and person providing transportation. The same approach will be used when leaving the campus. The peer mentor will ensure that the GLOBAL Inclusive Program student has been safely transitioned and will not leave the student until that has been accomplished.

2Students will arrive to class with their peer mentor 30 minutes before class starts. The Academic Success Coach will meet with them to ensure that they are ready for class. There will be some pre-teaching of the content of the course to help facilitate participation and active engagement. This 30 minutes will also allow those with social anxiety to enter the room in a calm and organized manner which facilitates learning and social engagement with peers. Throughout the program we will utilize universal design. Some accommodations will include visual schedules and technological supports.

3GLOBAL Inclusive Program students will work with a tutor on their individual learning plans. These tutoring sessions will be supervised by the Educational Support Specialist. The tutoring itself may be provided by the Educational Support Specialist or by a peer tutor depending on the individual course content and the needs of the student.

4Each of the classes will include modifications to the course content and the required competencies based on the individual abilities, needs and goals for the student. We will also provide individual accommodations based on the student’s needs. Consistent with our cura personalis, value accommodations and modifications will be holistic in nature. Accommodations will include but are not limited to use of iPads and other technology for notetaking as well as the engagement of student peer and audio recorders. Each course will be designed using a Universal Design for Learning (UDL) framework. The curriculum augmentation will include shadowing, graphic organizers, semantic maps, chunking, and visualizing. We will be including students and faculty from our allied health programs at the Rueckert-Hartman College of Health Professionals, including Occupational Therapy and Physical Therapy with creating learning environments and special adaptations to support learning. We will also work on self-determination strategies such as goal-setting, problem-solving and self-regulation. The accommodations and modifications of the course work are designed to meet the student’s academic needs and to promote an overall thriving experience.

 

Blue time is a flexible time that can be used for a variety of activities depending on the needs of the student. Some of the students who are interested in vocational programming with our athletic teams will need to arrive to campus early or stay later depending on the sport and the season. This will be individualized with the student and will be reflective of their individualized plan.

Gold time is cura personalis time or care for the whole person. This will involve physical activities, games, social activities and academic and spiritual events. A calendar of optional events will be provided to the student and a plan will be created with the student, success coach and parent/guardian to ensure a balanced approach.

The exact pre-professional and academic coursework is being developed now. There will be a first-year seminar that focuses on basic college/life skills, and incorporate Religious Studies, Philosophy, and integrative courses that are the distinguishing features of Regis’s Jesuit Catholic core curriculum.

The Program Director will recruit and train faculty interested in teaching courses that are open to students both in and out of the program. Training would emphasize the importance of inclusive teaching practices with this student population. Some of these courses may need to be modified for students in the program and this would be noted on the transcript. In such cases, students may be evaluated differently than the other students in the integrated course. This is common in other programs that offer integrated courses. We would also place a greater emphasis on active learning (rather than lecture) with the program students.

The GLOBAL Inclusive Program requires students to have a documented intellectual or developmental disability along with a current psychoeducational evaluation to be uploaded with the application as documentation of a student's disability, academic level, and social skills. For more information about what qualifies as an intellectual or developmental disability, please see the American Association on Intellectual and Developmental Disabilities website.

If you have a learning disability and only require accommodations, regular admission to Regis University may be a better option for you. Please visit Regis’ Student Disability Services to learn about available support services.

GLOBAL Inclusive Program students must be 18 years old by August 1 of the academic year in which they are applying.

No, however the GLOBAL Inclusive Program is a self-determined program. Being a college student requires accountability, responsibility, and self-determination development. This is a crucial step to ensuring true independence upon graduation.

Students must have a high school diploma or certificate of completion upon graduation from high school or transition program.

The GLOBAL Inclusive Program does not provide 24/7 supervision of students and offers limited structure on the weekends. Students must be able to handle longer periods of free time, be able to wake themselves up in the morning and get ready for class by themselves, and manage personal care.

We want to create an environment in which all of our students can learn and thrive.

Students must not have any history of behavioral issues and/or disruptions. These behaviors include but are not limited to: frequent class disruptions, aggressiveness, defiance, dishonesty, running away, self-injurious behaviors, promiscuousness, stealing, etc.

aerial view of Northwest Denver campus
GLOBAL Inclusive College Certificate Program

Location:
David Clarke Hall
Room 468


Hours:
Monday-Friday
9 a.m. – 5 p.m.


Contact:
global@regis.edu