College students with intellectual and developmental disabilities (IDD) are transitioning to more autonomous college settings in recent years. Intimacy education has been identified as a potential need; yet, there are factors that could facilitate or inhibit access to education, experiences, and support efforts in this area. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) was used to examine whether inclusive postsecondary education (IPSE) staff members believe these factors affect students’ access to intimacy education and/or intimate experiences in college and whether the residential status of IPSE students affects these perceptions. Respondents indicated that seven factors affect whether students receive intimacy education or their ability to experience intimacy. A correlation between residential status of students enrolled in the IPSE and five factors was identified. Implications for practice and future research are provided.

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