The mission of the Journal of Inclusive Postsecondary Education (JIPE) is to publish original research on the topic of inclusive postsecondary education for students with intellectual and developmental disabilities. JIPE provides a forum for qualitative, single subject, quantitative, and mixed methodological studies conducted in a university, community college, or related post-secondary environment.

Peer Review Process
The Journal of Inclusive Post Secondary Education uses a double blind peer review process. 

Open Access Policy
The Journal of Inclusive Post Secondary Education uses a double blind peer review process. Upon publication of each issue, JIPE provides unrestricted, gold open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. 

JIPE does not assess article processing charges, submissions fees, or any other costs to submit articles to this journal. 

Archiving Policy
This journal utilizes the Public Knowledge Project Private LOCKSS Network (PKP LN) to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. Authors are strongly encouraged to deposit their works into an institutional repository or university archive, if available.

License and Copyright
Works published in JIPE carry a Creative Commons Attribution-Non Commercial-Share Alike (CC-BY-NC-SA 4.0) License, the full terms of which may be found on the Creative Commons website.  Copyright of the articles remains with the authors. 

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.

ISSN: 2642-8679