» School and Community Inclusion Research

Group of students working together

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.


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.

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. 

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. 

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. 

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.

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