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Students with intellectual disabilities have a unique pathway into college, and for many rural areas, this is a relatively new pathway. The reauthorization of the Higher Education Opportunity Act of 2008 (P.L. 110-315) prioritizes inclusive postsecondary education opportunities with an emphasis on students accessing academic, social, and meaningful employment experiences. However, in this legislation, inclusion is vaguely defined and left to postsecondary education institutions to structure within their program model. This article provides perspectives from students with intellectual disabilities from a postsecondary education program situated on a college campus in a rural town. Through participatory action research, students shared their experiences using a variety of communication modalities and offered a meaningful perspective on the challenges and opportunities faced in a rural setting.



This article was originall published as: Love, K., & Mock, M. (2019). Participatory Action Research and Student Perspectives in a Rural Postsecondary Education Program. Rural Special Education Quarterly, 38(1), 43–52.

© 2018 Hammill Institute on Disabilities 2018. Reprinted by permission of SAGE Publications.

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