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Social Sciences and Humanities

D-Index
39
Citations
6781
World Ranking
5650
National Ranking
2674

Overview

Martin Agran is affiliated with the University of Wyoming in the United States. Their research primarily spans the fields of Social Sciences and Psychology, with a focus on Disability Education and Employment. Their work reflects a strong emphasis on topics such as Family and Disability Support Research, Youth Development and Social Support, Collaborative Teaching and Inclusion, Assistive Technology in Communication and Mobility, Cerebral Palsy and Movement Disorders, and Disability Rights and Representation.

Agran has contributed to various publication venues, including Research and Practice for Persons with Severe Disabilities, Intellectual and Developmental Disabilities, The Journal of Special Education, Education and Training in Autism and Developmental Disabilities, and PsycTESTS Dataset.

Their recent papers include:

  • Examining Whether Student Participation in School-Sponsored Extracurricular Activities Is Represented in IEPs (2020), Intellectual and Developmental Disabilities
  • Perceptions of Service Providers Regarding the Agency and Capacity of People with Intellectual Disability to Vote (2020), Education and Training in Autism and Developmental Disabilities

In collaboration with other researchers, Agran has worked alongside frequent co-authors such as Lewis Jackson, J. Matt Jameson, Diane Lea Ryndak, Kirsten R. Lansey, and Stacy K. Dymond.

These collaborations have contributed to a body of work addressing the educational placement and social participation of individuals with complex support needs. The research outputs often explore the interplay of contextual variables and service providers' perspectives related to disability and inclusion.

Notable published studies associated with Agran include:

  • Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs (2022), Research and Practice for Persons with Severe Disabilities

Agran's research intersects multiple subfields such as Safety Research, Clinical Psychology, Education, Occupational Therapy, and Psychiatry and Mental Health. The focus remains on how education systems and community resources can enhance support mechanisms for individuals with disabilities, improving participation and agency.

Best Publications

  • Promoting Causal Agency: The Self-Determined Learning Model of Instruction

    Michael L. Wehmeyer;Susan B. Palmer;Martin Agran;Dennis E. Mithaug

  • Teaching Self-Determination to Students With Disabilities: Basic Skills for Successful Transition

    Michael L. Wehmeyer;Martin Agran;Carolyn Hughes

  • A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning

    Michael L. Wehmeyer;Martin Agran;Carolyn Hughes

  • Access to the General Curriculum of Middle School Students with Mental Retardation: An Observational Study

    Michael L. Wehmeyer;Dana L. Lattin;Gina Lapp-Rincker;Martin Agran

  • Access to the General Curriculum for Students with Significant Disabilities: What it Means to Teachers

    Martin Agran;Sandra Alper;Michael L. Wehmeyer

  • Teacher Perceptions of Self-Determination: Benefits, Characteristics, Strategies.

    Martin Agran;Kimberly Snow;Jayne Swaner

  • Self-determined Learning Theory : Construction, Verification, and Evaluation

    Deirdre K. Mithaug;Martin Agran;James E. Martin;Michael L. Wehmeyer

  • Promoting access to the general curriculum by teaching self-determination skills

    Susan B. Palmer;Michael L. Wehmeyer;Krista Gipson;Martin Agran

  • Promoting Transition Goals and Self-Determination Through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction

    Martin Agran;Caryl Blanchard;Michael L. Wehmeyer

  • Adaptability Instruction: The Goal of Transitional Programming

    Dennis E. Mithaug;James E. Martin;Martin Agran

  • Increasing the Problem-Solving Skills of Students with Developmental Disabilities Participating in General Education:

    Martin Agran;Caryl Blanchard;Michael L. Wehmeyer;Carolyn Hughes

  • Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors:

    Martin Agran;Lewis Jackson;Jennifer A. Kurth;Diane Ryndak

  • The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms

    Guy H. Gilberts;Martin Agran;Carolyn Hughes;Michael L. Wehmeyer

  • Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction.

    Martin Agran;Michael Cavin;Michael Wehmeyer;Susan Palmer

  • Promoting Self-Determination in Students with Developmental Disabilities

    Carolyn Hughes;Dennis E. Mithaug;James E. Martin;Martin Agran

  • Using Self-Monitoring to Increase Following-Direction Skills of Students with Moderate to Severe Disabilities in General Education

    Martin Agran;Thomas Sinclair;Sandra Alper;Michael Cavin

  • Using Self-Monitoring to Improve Performance in General Education High School Classes

    Carolyn Hughes;Susan R. Copeland;Martin Agran;Michael L. Wehmeyer

  • Student-Directed Learning: Teaching Self-Determination Skills

    Martin Agran

  • An Analysis of the Effects of a Social Skills Training Program Using Self-Instructions on the Acquisition and Generalization of Two Social Behaviors in a Work Setting.

    Martin Agran;Charles L. Salzberg;Joseph J. Stowitschek

  • Employment Social Skills

    Unknown

  • Self-prompted Communication Book Use to Increase Social Interaction Among High School Students

    Carolyn Hughes;Lori L. Rung;Michael L. Wehmeyer;Martin Agran

  • Behaviors that contribute to entry-level employment. A profile of five jobs.

    Charles L. Salzberg;Martin Agran;Benjamin Lignugaris

Frequent Co-Authors

Michael L. Wehmeyer
Michael L. Wehmeyer University of Kansas
Carolyn Hughes
Carolyn Hughes Vanderbilt University
Fred Spooner
Fred Spooner University of North Carolina at Charlotte
Susan B. Palmer
Susan B. Palmer University of Kansas
Karrie A. Shogren
Karrie A. Shogren University of Kansas
Paul Wehman
Paul Wehman Virginia Commonwealth University

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