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As college becomes an increasingly important prerequisite for employment, it is important that all students have access to postsecondary education (PSE). The passage of the Higher Education Opportunity Act has provided students with intellectual disability (ID) a pathway to college, though some barriers in this transition still exist. This article is meant to highlight strategies instructors at the postsecondary level can utilize to support the transition and inclusion of students with ID in college-level courses. The role PSE programs play establishing what college readiness for individuals with ID is also discussed. A specific focus will be paid to how the universal design for learning (UDL) framework can be applied to instructional materials to support the inclusion of students with ID in college, and how these strategies can be modeled for secondary educators to support the transition planning process for students with ID.