Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

高等教育和学习计划（PSE）越来越成为智力和发育障碍（IDD）学生的一种选择。这份范围广泛的综述综合了研究，以了解这些计划对IDD学生和校园的影响，以及这些计划在参与阶段（探索，参与，完成）的障碍。通过搜索PubMed，PsycINFO，ERIC和Web of Science数据库以及所包含文章的参考列表来鉴定研究。21项研究符合纳入标准。为国际直拨电话和校园学生提供了多种好处。方案参与各个阶段的持续障碍包括缺乏资金和缺乏合作。特定阶段的障碍包括缺乏知识，选择，个性化支持，融入校园和交通。