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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
Agran, Martin; Cavin, Michael; Wehmeyer, Michael; Palmer, Susan – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
This study investigated the effects of the Self-Determined Learning Model of Instruction (SDLMI) on the academic skill performance of three junior high school students with moderate to severe intellectual disabilities. The academic skills taught were aligned to the district general curriculum, and extended benchmarks were individually determined.…
Descriptors: Junior High School Students, Learning Strategies, Mental Retardation, Benchmarking