Peer-reviewed journal articles and reports by the Thompson Policy Institute's Staff and Faculty Affiliates can be found below:
TPI Staff:
Dr. Meghan Cosier
Meghan Cosier, PhD, has collaborated with schools and school districts across the country to promote and improve special education service delivery models that allow ALL students to learn and play together. Her work focuses on systematic development and implementation of inclusive supports and services, and the role of leadership teams in sustainable school reform. In addition, she is extensively involved in teacher development and training for quality inclusive schooling.
Sandoval-Gomez, A., Cosier, M., & Cardinal, D. N. (2020). Inclusion and the right to access to regular classes for students with disabilities. International Electronic Journal of Elementary Education, 12(3), 249-255.
Cosier, M., Sandoval-Gomez, A., Cardinal, D. N., & Brophy, S. (2020). Placement of students with extensive support needs in California school districts: The state of inclusion and exclusion. International Electronic Journal of Elementary Education, 12(3), 249-255.
Griffiths, A.J. Cosier, M., & Morgan, S. (2019). Research-to-Practice Brief: Using Labor Market Projections for Successful Transition Planning. Research Brief: Thompson Policy Institute Disability Summit Fourth Annual Report. Orange, CA: Chapman University, Attallah College of Educational Studies.
Cosier, M., White, J. M., & Wang, Q. (2018). Examining the variability in general education placements for students with intellectual disability. International Journal of Whole Schooling, 14(2), 16-52.
Dr. Audri Sandoval Gomez
Audri M. Gomez, PhD, is the Associate Director at the Thompson Policy Institute and a lecturer in the Attallah College of Educational Studies. Dr. Gomez obtained her Ph.D. in Education with an emphasis in Disability Studies at Chapman University. Previous to her current assignment, Dr. Gomez was a special education teacher for 8 years before becoming a Special Education Coordinator. She has presented at numerous annual conferences including AERA, TASH, Cal-Tash, CCTE, RECE, and NAEYC where her presentations have focused on her research interests that have included inclusive practices, social model of disability, teacher preparation, and school culture. Most recently, she co-authored book chapter in a Peter Lang series titled Enacting change from within: Disability Studies meets teaching and teacher education as well as a study in Disability Studies Quarterly titled “The impact of disability studies curriculum on education professionals’ perspectives and practice: Implications for education, social justice, and social change.”
Sandoval-Gomez, A., Cosier, M., &Cardinal, D. N. (2020). Inclusion and the right to access to regular classes for students with disabilities. International Electronic Journal of Elementary Education, 12(3), 249-255
Cosier, M., Sandoval-Gomez, A., Cardinal, D. N., & Brophy, S. (2020). Placement of students with extensive support needs in California school districts: The state of inclusion and exclusion. International Electronic Journal of Elementary Education, 12(3), 249-255.
McKee, A., & Gomez, A. S. (2020). Increasing inclusive education through a learning center model: A California approach. Journal of Education and Development, 4(1).
Dr. Don Cardinal
Don Cardinal, PhD, is the founding director of the Thompson Policy Institute on Disability. Previous to founding TPI, Dr. Cardinal served as the Dean of Attallah College of Educational Studies. He has been an advocate of inclusive education from the beginning of his career as an educator in the public school system to his current role as Director and Professor Emeritus.
Özerk, K., & Cardinal, D. (2020). Prevalence of autism/ASD among preschool and school-age children in Norway. Contemporary School Psychology. https://doi.org/10.1007/s40688-020-00302-z
Sandoval-Gomez, A., Cosier, M., &Cardinal, D. N. (2020). Inclusion and the right to access to regular classes for students with disabilities. International Electronic Journal of Elementary Education, 12(3), 249-255
Cosier, M., Sandoval-Gomez, A., Cardinal, D. N., & Brophy, S. (2020). Placement of students with extensive support needs in California school districts: The state of inclusion and exclusion. International Electronic Journal of Elementary Education, 12(3), 249-255.
Cardinal, DN, Griffiths, AJ, Maupin, ZD, & Fraumeni‐McBride, J. (2020). An investigation of increased rates of autism in U.S. public schools. Psychology in the Schools.
TPI Affiliates:
Dr. Trisha Sugita
Trisha Sugita, PhD, is the coordinator of Special Education programs and Assistant Professor in the Attallah College of Educational Studies at Chapman University. She has served as a Mild/Moderate Education Specialist and a Special Education Teacher on Special Assignment (TOSA). Her role as a TOSA included developing programs and curriculum to support the special education department, handling parent concerns regarding special education policies and procedures, professional development in the areas of co-teaching, universal design for learning, and strategies to support culturally diverse students. Dr. Sugita's research interests include inclusive schooling, minorities and special education, family/school partnerships, and transition planning.
Yeh, C., Sugita, T., & Tan, P. (in press). Reimagining Inclusive Spaces for Mathematics Learning. Mathematics Teacher: Learning and Teaching Pk-12.
Lambert, R., Sugita, T., Yeh, C., Hunt, J. & Brophy, S. (2020). Documenting increased participation of a student with autism in the Standards for Mathematical Practice. Journal of Educational Psychology, 11(3), 494-513.
Van Boxtel, J., & Sugita, T. (2019). Exploring the implementation of lesson-level UDL principles through an observation protocol. International Journal for Inclusive Education. doi: 10.1080/13603116.2019.1655596
Lambert, R., & Sugita, T. (2016) Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31(4), 348-366.
Sugita, T. (2016). Current trends in psychological and educational approaches for training and teaching children with Autism. International Electronic Journal of Elementary Education. 9(2), 307-316.
Dr. Amy-Jane Griffiths
Amy-Jane Griffiths, PhD, NCSP, is a licensed clinical psychologist (PSY 24536) and a Nationally Certified School Psychologist. She obtained her doctorate in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara. Dr. Griffiths is an Assistant Professor in the Attallah College of Educational Studies and a research affiliate at the Thompson Policy Institute. Prior to her work at Chapman University, Dr. Griffiths served as a director for an intervention program designed to support teens and young adults with disabilities as they transition into adulthood. Scholarly and research interests include: student engagement, psychological well-being and mental health, targeted interventions for students with behavioral concerns, program evaluation, and supporting positive transition outcomes for youth with disabilities.
Cardinal, DN, Griffiths, AJ, Maupin, ZD, & Fraumeni‐McBride, J. (2020). An investigation of increased rates of autism in U.S. public schools. Psychology in the Schools.
Griffiths, A.J.; Hanson, A.H.; Giannantonio, C.M.; Mathur, S.K.; Hyde, K.; Linstead, E. Developing Employment Environments Where Individuals with ASD Thrive: Using Machine Learning to Explore Employer Policies and Practices. Brain Sci. 2020, 10, 632.
Griffiths, A. J., Nash, A. M., Maupin, Z., & Mathur, S. K. (2020). Her voice: Engaging and preparing girls with disabilities for science, technology, engineering, and math careers. International Electronic Journal of Elementary Education, 12(3), 293-301.
Griffiths, A.J. Cosier, M., & Morgan, S. (2019). Research-to-Practice Brief: Using Labor Market Projections for Successful Transition Planning. Research Brief: Thompson Policy Institute Disability Summit Fourth Annual Report. Orange, CA: Chapman University, Attallah College of Educational Studies.
Griffiths, A.-J., Izumi, J. T., Alsip, J., Furlong, M. J., & Morrison, G. M. (2019). Schoolwide positive behavioral interventions and supports in an alternative education setting: Examining the risk and protective factors of responders and non-responders. Preventing School Failure: Alternative Education for Children and Youth, 63(2), 149–161. doi: 10.1080/1045988X.2018.1534224
Griffiths, A.J., Giannantonio, C.M., Hurley-Hanson, A.E., & Cardinal, D. (2016). Autism in the Workplace: Assessing the transition needs of young adults with Autism Spectrum Disorder. Journal of Business and Management.
Griffiths, A. J. (2014). Six tips for an autism transition plan that works. Children’s Hospital of Orange County Blog. Retrieved from https://blog.chocchildrens.org/six-tips-creating-autism-transition-plan-works/