Why are some schools more inclusive than others? Are there policies in place that support or hinder inclusive practices? TPI has engaged in a multi-state analysis of this phenomenon. TPI is also interested in the equitable availability of supports for people with disabilities our society.
Articles
Ashby, C., & Cosier, M. (2012). Moving beyond excuses to exclude in secondary school. TASH Connections, 37(2-3), 12-17. https://tash.org/news/new-tash-connections-available/
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.
http://journals.sagepub.com/doi/abs/10.1177/0741932510366163?journalCode=rsed
Cosier, M. (2016). Professional development in inclusive school reform: The need for critical and functional approaches. In M. Cosier & C. Ashby (Eds.). Enacting change from within: Disability Studies meets teaching and teacher. New York, NY: Peter Lang.
Cosier, M. (2014). Using “narrative and numbers” to drive inclusive school reform: A case study. In S. Danforth (Ed.). Teaching in the shape of justice: Becoming an inclusive educator. New York, NY: Peter Lang.
Cosier, M., & Ashby, C. (Eds.). (2016). Enacting change from within: Disability Studies meets teaching and teacher education. New York, NY: Peter Lang
Cosier, M., Gomez, A., McKee, A., & Beggs, S. (2016). Three ways to use the common core state standards to increase access to general education contexts for students with disabilities. In M. Cosier & C. Ashby (Eds.). Enacting change from within: Disability Studies meets teaching and teacher. New York, NY: Peter Lang.
Cosier, M., Gomez, A., Maghzi, K., & McKee, A. (2013). Smart phones permitted: How teachers use text messaging to collaborate in inclusive schools. Education and Information Technologies (Online First). https://link-springer-com.libproxy.chapman.edu/article/10.1007%2Fs10639-013-9288-2
Cosier, M., & Causton-Theoharis, J. (2010). Economic and demographic predictors of inclusive education. Remedial and Special Education. Advance online publication.
http://journals.sagepub.com/doi/abs/10.1177/0741932510362513
Cosier, M., Causton-Theoharis, J., & Theoharis, G. (2013). Access to general education contexts: Time in general education and achievement for students with disabilities. Remedial and Special Education (Online First). http://journals.sagepub.com/doi/abs/10.1177/0741932513485448?journalCode=rsed
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. https://eric.ed.gov/?id=EJ977419
Koo, S., & Nishimura, T. (2013). Minority within a minority paradox: Asian experiences in predominantly Latino schools and communities. Multicultural Education, 20(2), 17-26.
https://files.eric.ed.gov/fulltext/EJ1015098.pdf
Morningstar, M., Allcock, H., White, J., Taub, D., Kurth, J., Gonsier-Gerdin, J., … Jorgensen, C. (2016). TASH inclusive education research agenda: A call to action and advocacy. Research and Practice for Persons with Severe Disabilities, 41(3), 209-215.
http://journals.sagepub.com/doi/abs/10.1177/1540796916650975?journalCode=rpsd
Nishimura, T. (2014). Effective professional development of teachers: A guide to actualizing inclusive schooling. International Journal of Whole Schooling 10(1), 19-42.
Nishimura, T., & Busse, R.T. (2016). Content validation of the Scale of Teacher Attitudes towards Inclusive Classrooms. International Journal of Special Education, 31(2), 186-190.
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1111078
Nishimura, T., & Busse, R.T. (2015). A factor analytic validation study of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). International Journal of Special Education, 30(3), 1-7. http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1094955
Ryndak, D., Jackson, L., & White, J. (2013). Involvement and progress in the general curriculum for students with extensive support needs: K-12 inclusive education research and implications for the future. Inclusion, 1(1), 28-49. http://www.aaiddjournals.org/doi/abs/10.1352/2326-6988-1.1.028?code=aamr-site