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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.