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Students with intellectual disability are increasingly attending inclusive postsecondary education programs (IPSEs) to equip them to thrive in adult-life environments. Students within these programs receive training and support in various areas, such as academics, employment, social engagement, personal development, and independent living. Although students may not receive specific training on dealing with stressors or stressful situations, it is assumed that these college students encounterdoi:10.13021/jipe.2023.3248 fatcat:slmqvijeejcpvm72nlkrueqgtm