This item is only available for free as an electronic download. Printed copies can be made available upon request for an extra fee. Please call 603.862.4320 or email email@example.com for more details and a price quote.
Authored by Institute on Disability's Cheryl M. Jorgensen, Ph.D., this article first appeared in Disability Solutions' Fall 2005 issue. Made available here with permission, Jorgensen challenges those involved in the educational experiences of students with significant disabilities to determine what their least-dangerous assumption is with regard to planning educational opportunities, and to evaluate if they can live with being wrong. Using this paradigm, one is challenged to view presuming competence of those labeled severly disabled as always the least-dangerous assumption, and to shape plans, lessons, and experiences from there.