» Dr. Meghan Cosier
Associate Professor

Education
The University of New Mexico, Bachelor of Science
San Diego State University, Master of Arts
Syracuse University, Ph.D. in Special Education
Biography

Dr. Meghan Cosier has collaborated with schools and school districts across the country to promote and improve special education service delivery models that allow ALL students to learn and play together. Her work focuses on systematic development and implementation of inclusive supports and services, and the role of leadership teams in sustainable school reform. In addition, she is extensively involved in teacher development and training for quality inclusive schooling.

Scholarly Research Interests:

Inclusive education, school reform, teacher preparation, and professional development.

Presentations:

Cosier, M. (December, 2011). From re-envisioning to reform: Creating inclusive schools with existing resources. TASH Annual Meeting, Atlanta, GA.

Cosier, M., Alanis, L., Norman, M., & Perez, J. (September, 2011). Measuring outcomes of inclusive school reform: Using data for change and sustainability. Emerging Scholars Conference, Chapman University, Orange, CA.

Cosier, M. (May, 2011). “The road less traveled”: Disability studies and quantitative policy analysis. Conference on Disability Studies in Education. Chicago, IL.

Cosier, M., Perez, J., Norman, M., & Alanis, L. (March, 2011). From re-envisioning to reform: Creating inclusive schools. CAL-TASH Annual Meeting. Irvine, CA.

Cosier, M., & Ashby, C. (December, 2010). “It’s Our Job to Figure out How to Include Him” and other responses to excuses to exclude secondary students with disabilities. TASH Annual Meeting. Denver, CO.

Publications:

Ashby, C., & Cosier, M. (in press). Moving beyond excuses to exclude in secondary school. TASH Connections.

Causton-Theoharis, J. N., Theoharis, G., Cosier, M., & Orsati, F. (in press). Does self-contained special education deliver on it’s promises?: A critical inquiry into research and practice. Journal of Special Education Leadership.

Causton-Theoharis, J., Theoharis, G., Bull, T., Cosier, M., & Dempf-Aldrich, K. (2011). Schools of promise: A school district-university partnership centered on inclusive school reform. Remedial and Special Education, 32(3), 192-205.

Cosier, M., & Causton-Theoharis, J. (2010). Economic and demographic predictors of inclusive education. Remedial and Special Education. Advance online publication. doi: 10.1177/0741932510362513

Causton-Theoharis, J., Ashby, C., & Cosier, M. (2009). Islands of loneliness: Exploring social interaction through autobiographies of individuals with autism. Intellectual and Developmental Disabilities, 47(2), 84-96.



Recent Creative, Scholarly Work and Publications
Ashby, C., & Cosier, M. (2012). Moving beyond excuses to exclude on secondary school. TASH Connections, 37(2-3), 12-17.
Cosier, M., & Ferguson, P. M. (2012). Disability studies and the support of individuals with significant disabilities and their families: An introduction to the issues. Research & Practice for Persons with Severe Disabilities, 37(2), 67-69.
Cosier, M. (2012). “The road less traveled”: Combining disability studies and quantitative analysis with medium and large data sets. Research & Practice for Persons with Severe Disabilities, 37(2), 81-88.
Causton-Theoharis, J., Theoharis, G., Bull, T., Cosier, M., & Dempf-Aldrich, K. (2011). Schools of promise: A school district-university partnership centered on inclusive school reform. Remedial and Special Education, 32(3),192-205.
Causton-Theoharis, J. N., Theoharis, G., Cosier, M., & Orsati, F. (2011). Does self-contained special education deliver on it’s promises?: A critical inquiry into research and practice. Journal of Special Education Leadership, 24(2), 61-78.
Cosier, M., & Causton-Theoharis, J. (2010). Economic and demographic predictors of inclusive education. Remedial and Special Education. Advance online publication. doi: 10.1177/0741932510362513
Causton-Theoharis, J., Ashby, C., & Cosier, M. (2009). Islands of loneliness: Exploring social interaction through autobiographies of individuals with autism. Intellectual and Developmental Disabilities, 47(2), 84-96.