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.

中文翻译：

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农村高等教育计划中的参与式行动研究和学生视角

智障学生进入大学有一条独特的途径，对于许多农村地区来说，这是一条相对较新的途径。2008 年高等教育机会法案 (PL 110-315) 的重新授权优先考虑包容性高等教育机会，重点是学生获得学术、社交和有意义的就业经验。然而，在该立法中，包容性的定义含糊不清，并留给高等教育机构在其计划模型中进行构建。本文提供了来自位于农村城镇大学校园的中学后教育计划的智障学生的观点。通过参与式行动研究，