» Disability Social Perception Research

Group of people sitting at u-shaped desk in a meeting

The TPI Network strives to discover the barriers to quality of life for people with disabilities of all ages and to mitigate those barriers through identifying, understanding, making others aware, and to mobilizing communities through changes in perceptions, laws, regulations and actions. Barriers can be physical, like a curb-cut, however, barriers are frequently social, conceptual and perceptional.


Cory, R., White, J., Stuckey, Z. (2010). Using disability theory to change disability services: A case study in student activism. Journal of Postsecondary Education and Disability, 23(1), 29-36. 

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

Cosier, M., & Ashby, C. (Eds.). (2016). Enacting change from within: Disability Studies meets teaching and teacher education. New York, NY: Peter Lang

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., & Pearson, H. (2016). Can we talk?: The underdeveloped dialogue between teacher eucation and Disability Studies. https://doaj.org/article/56df4de370894b0494e7c5d576ac3cf2 

Maples, J., Arndt, K., & White, J. (2010). (Re)seeing The Mighty: Critically examining one film’s representations of disability in the English classroom. English Journal, 100(2), 77-85. (Disability Studies/Social Perception) http://www.jstor.org/stable/25790039

Pearson, H., Cosier, M., Kim, J., Gomez, A., Hines, C., McKee, A., & Ruiz, L. (2016). The impact of Disability Studies curriculum on education professionals' perspectives and practice: Implications for education, social justice, and social change. Disability Studies Quarterly, 36(2). www.dsq-sds.org