» Research Articles

Peer-reviewed journal articles and reports by the Thompson Policy Institute’s Faculty Affiliates can be located under the focus areas below. You may contact our faculty affiliates and staff via e-mail, as listed on our team page.

Transition to Work

Person working on his computer TPI’s current focus is on the movement from schools to meaningful employment toward the goal of a quality adult life. TPI is committed to increasing the rate and conditions of employment for people with disabilities. TPI is also part of the Orange County Transition Initiative (OCTI), a collaboration with the Orange County Department of Education, The Regional Center of Orange County, and The Center for Autism and Neurodevelopmental Disorders. OCTI strives to meet the needs of individuals with disabilities, families, educators, and local and state agency representatives in areas critical to the successful transition of individuals with disabilities into the adult world. 

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Griffiths, A.J., Giannantonio, C.M., Hurley-Hanson, A.E., & Cardinal, D. (2016). Getting down to business: Assessing the
    transition needs of young adults with autism. Journal of Business and Management. 
    https://www.chapman.edu/business/_files/journals-and-essays/jbm-editions/JBM-vol-22-no-1-Autism-in-the-  Workplace.pdf

Hunter, D., Reid, D., & Nishimura, T. (2013). Postsecondary education for students with disabilities. In K. Storey & D.
     Hunter  (Eds.), The road ahead: Transition to adult life for persons with disabilities, 3rd ed. (pp. 177-198 ).
     Amsterdam, Netherlands: IOS Press.

Disability Prevalence

Don Cardinal speaking at the DisAbility Summit

TPI’s work in this area attempts to explain the significant increase in the rate of ASD diagnosis and determine what impact this increase has on schools and adult life. TPI is also investigating how policies may have inadvertently impacted this change in prevalence. To learn more, read our 2017 Summary Report.

 

Figure 1: State sampling by population centers in the United States (US Census, 2010)
Figure 1: State sampling by population centers in the United States (US Census, 2010)
image of a graph illustrating expected vs. actual gap scores per Disability Category: 2000-2015
Figure 2: Graph illustrating expected vs. actual gap scores per Disability Category: 2000-2015

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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.

Educational Practices

A teacher with a student 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.

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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. 
     http://onlinelibrary.wiley.com/doi/10.1111/1467-9604.12142/abstract

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

 

School and Community Inclusion

Teacher with students 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.

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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

Ethnicity within Disability

Ethnicity within disability Does ethnicity play a role in how schools assign eligibility to students who need specialized services? TPI seeks to better understand the role of race and gender in schools, assess any discrepancies and, where needed, correct disproportionalities in schools and communities.

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Koo, S., & Nishimura, T. (2013). Minority within a minority paradox: Asian experiences in predominantly Latino schools
     and 
communities. Multicultural Education, 20(2), 17-26 http://www.caddogap.com/periodicals.shtml

Community Living

People with a dog Where and how we live seriously impacts the quality of our lives. TPI is investigating promising ideas and models that serve the goal of an inclusive living community, as well as assessing if we, as a society, are approximating desirable living opportunities for people with disabilities.

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Coming soon. A new study will be announced.

Disability Studies/Social Perception

Education 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.

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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. 
     http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ888642

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 education 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 
     https://doaj.org/article/82c445eb82394cd698e0f9c78745108e