» Educational Practices Research

Teacher working with student at desk

As a field, we seek how to match the specific needs of an individual with the best educational practice. Research on this topic helps us customize a person’s education with methods of practice that are evidenced-based, effective and safe. TPI is dedicated to being sure proven effective methods are available to teachers and parents and that they are properly trained to use those effective methods of learning. Educational practices include learning strategies, how to measure their effectiveness for a specific person, and the conditions surrounding optimal learning conditions, such as space, support, timing, and physical and fiscal structures.


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. https://www.gvsu.edu/cms4/asset/64CB422A-ED08-43F0-F795CA9DE364B6BE/does_self-  contained_special_education_deliver_etc(2).pdf

Cosier, M., McKee, A., & Gomez, A. (in press). A study of the impact of Disability Studies on teacher perceptions and practice. Review of Disability Studies.

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. http://www.iimhl.com/files/docs/20150415a.pdf

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). http://doi.org/10.1007/s10639-013-9288-2

Cosier, M., White, J., Wang, Q., & Gao, P. (2016). Examining the variability in inclusive placements for students with intellectual disability. Manuscript submitted for publication.

Lambert, R., & Sugita (Nishimura), T. (in press) Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning. 

Lambert, R. & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem solving and discussion. Support for Learning. 31(4), 347–366. https://doi.org/10.1111/1467-9604.12142

Sugita (Nishimura), T. (in press). Current trends in psychological and educational approaches for training and teaching children with Autism. International Electronic Journal of Elementary Education.

Taub, D., White, J., & Ryndak, D. (2014). Promising practices for professional development and school reform impacting students with complex instructional needs: Perceptions of an expert panel. Inclusion, 2(4), 264-285.

White, J. Cosier, M., Wang, Q., & Gao, P. (2016). Investigating factors related to access to general education contexts for students with intellectual disability: Results of a survey of district special education administrators in one state.Manuscript submitted for publication