Side-By-Side Program Guide
Admission Considerations
All programs emphasize that students themselves must demonstrate a genuine desire to attend college, rather than enrolling solely based on their parents’ or others’ wishes.
In addition, the majority of programs expect incoming students to have basic technology skills, including the ability to functionally operate a smartphone, navigate the internet, and use email.
Because the admission requirements vary by program, click the arrows below to view a comparison of SC program requirements.
Academics
All IPSE students attending programs in SC have equitable access to the same academic resources available to their peers, including individualized tutoring and academic coaching to support completion of college coursework. In addition, students may register with the Disability Resource Office or the Student Disability Resource Center to obtain formal academic accommodations. It is essential to note that each campus has distinct course designs and structures that IPSE students may audit or complete for credit.
Because the Academics domain varies by program, click the arrows below to view a comparison of SC program expectations and supports.
Residential and Housing Supports
Because the Residential and Housing Supports vary by program, click the arrows below to view a comparison of SC program expectations and supports.
Parent Communication
Communication between parents and IPSE programs varies across institutions in both mode and frequency; however, it is consistently different from the communication patterns families likely experienced in high school. Unlike secondary settings, where frequent updates and direct parent–teacher contact are common, IPSE programs emphasize student independence and self-determination. As such, communication from parents is expected to occur through the student first and IPSE program itself second, rather than directly with university faculty, and daily updates are not a standard part of college life. This shift is intentional, as it supports students in building the autonomy, problem-solving skills, and self-advocacy necessary for success in higher education and beyond.
Employment
Work expectations and experiences within IPSE programs differ across institutions, reflecting variations in campus partnerships, job placements, and individualized supports. Despite these differences, two elements remain consistent statewide: all students are expected to engage in employment throughout all four years of their program, and all students are encouraged and supported in opening a case with South Carolina Vocational Rehabilitation (SCVRD). In addition to assisting students in securing and sustaining meaningful employment, SCVRD can also provide financial support for specific aspects of IPSE participation and related employment needs, ensuring that students have both the resources and guidance necessary to succeed in the workplace. SCVRD can work with other state VR systems as students transition back to home states or move on after IPSE graduation.
Leisure Time Supports
Because the Leisure Time Supports vary by program, click the arrows below to view a comparison of SC program expectations and supports.