Webinar, May 12, 2027, with the Institute of Community Inclusion at UMass Boston. Join Irina Cain to learn findings from her study exploring the experiences of former students who participated in residential life through the MAIPSE initiative. Irina’s research focuses on practices that support quality of life, community participation, and greater independence for people with disabilities.
* Drawing on perspectives from former students, families, and university staff, Irina will share about how living on campus may contribute to life after college, particularly in areas such as:
• independent living
• community participation
• building skills through residential life
• preparing for life after college
The webinar will also feature perspectives from staff at Salem State University and Bridgewater State University, who have firsthand experience supporting students in residential settings.
What you will learn:
• What former students, families, and staff say students gain from living on campus
• How living on campus may influence independence and community participation after college
• What supports can help students successfully participate in residential life
• Lessons from two Massachusetts universities offering residential opportunities to students with intellectual disabilities
Participants can also ask questions and hear directly from staff involved in providing residential supports.
About the Speaker: Irina Cain is a Transition Manager, MA Center·ICI at UMass Boston. Irina coordinates professional development activities for key staff implementing inclusive postsecondary education initiatives in Massachusetts. She also provides training on transition services to secondary in-service staff and teaches online courses through the UMass Boston Transition Leadership program.
Her research has focused on identifying services and practices that enhance postsecondary quality of life and community inclusion for individuals with disabilities. She has explored key areas such as inclusive education, factors that support a successful transition to adulthood, family involvement in transition planning, and access to services. Before earning her doctorate, Irina worked as a special education teacher, supporting students in grades 2–12.
