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Agran, Martin; Jackson, Lewis; Kurth, Jennifer A.; Ryndak, Diane; Burnette, Kristin; Jameson, Matt; Zagona, Alison; Fitzpatrick, Heather; Wehmeyer, Michael – Research and Practice for Persons with Severe Disabilities, 2020
Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with…
Descriptors: Student Placement, Severe Disabilities, Students with Disabilities, Inclusion
Agran, Martin; Hughes, Carolyn – Research and Practice for Persons with Severe Disabilities, 2013
Voting represents, arguably, the most important right and responsibility of a citizen in a democracy. Nevertheless, few adults are with an intellectual or developmental disability vote, and few are provided systematic instruction on voting or how to participate in the political process. Regrettably, 44 states have disenfranchisement provisions…
Descriptors: Developmental Disabilities, Voting, Mental Retardation, Democracy
Agran, Martin; Krupp, Michael; Spooner, Fred; Zakas, Tracie-Lynn – Research and Practice for Persons with Severe Disabilities, 2012
Although the importance of safety skills instruction is well acknowledged and available data suggest individuals with varying disabilities sustain injuries from accidents at a rate that is comparable to or may exceed the normative population, many students do not receive systematic safety skills instruction. Findings on the extent to which…
Descriptors: Accidents, Investigations, Disabilities, Safety