Dr. Meghan Cosier

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Recent Creative, Scholarly Work and Publications

Cosier, M., & Sandoval Gomez, A. (2024). How to create an inclusive campus for neurodivergent students. The Times Higher Education. https://www.timeshighereducation.com/campus/how-create-inclusive-campus-neurodivergent-students

Teng, Y., & Cosier, M. (2024). Influences of cultural capital and internationalization on global competence in higher education: A systematic literature review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1397642

Hatkoff, R., Gonsalves, G., Russell, D., & Cosier, M. (2024). Strategic staffing residencies open doors to authentic job-embedded professional learning for experienced and new teachers. California Association of School-University Partnerships Connections, 13(1), 4-8. www.casup.org

Russell, D., Cosier, M., & Hatkoff, R. (2024). How sustainable paid teacher residencies create conditions for success for educator professional learning. Learning Forward. https://learningforward.org/journal/building-bridges/

Cosier, M., & Sandoval Gomez, A. (2023). Thompson Policy Institute on Disability: Research, Practice, and Impact Report. https://www.chapman.edu/education/centers-and-partnerships/thompson-policy-institute/disability-summit/research-practice-and-impact-reports.aspx

Cosier, M., Morgan, S., & Sandoval Gomez, A. (2022). High yield webinar engagement strategies and teacher candidate professional learning. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2022.961043/full

Cosier, M., & Sandoval Gomez, A. (2022). Thompson Policy Institute on Disability: Research, Practice, and Impact Report. https://www.chapman.edu/education/centers-and-partnerships/thompson-policy-institute/disability-summit/2022-summit-on-disability-and-inclusion.aspx

Achieng-Evensen, C., & Cosier, M. (2021). Centering students with disabilities in anti-racist teacher education. EducationFirst. https://education-first.com/centering-students-with-disabilities-in-anti-racist-teacher-education/

Cosier, M., Sandoval Gomez, A., Ricks-Oddie, J., McKee, A., Doty, M., Bonham, E., & Cardinal, D. (in press, 2021). Where are students with Autism and Intellectual Disability learning?: Placement trends in California. Inclusion.

Griffiths, A.J., Cosier, M., Wiegand, R., Morgan, S., & Mathur Kohli, S. (in press, 2021). Developing strong transition-focused IEPS using labor market data. Support for Learning, 36(3).

Cosier, M., Sandoval Gomez, A., Cardinal, D., & 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. https://www.iejee.com/index.php/IEJEE/article/view/1087

White, J., Li, S., Ashby, C., Wang, Q., Ferri, B., Bern, P., & Cosier, M. (2019). Same as it ever was: The nexus of race, ability, and place in one urban school district. Educational Studies. https://doi.org/10.1080/00131946.2019.1630130

White, J., Li, S., Ashby, C., Wang, Q., Ferri, B., Bern, P., & Cosier, M. (2019). Same as it ever was: The nexus of race, ability, and place in one urban school district. Educational Studies. https://doi.org/10.1080/00131946.2019.1630130

Lazarus, S. S., Ryndak, D. L., Howley, C. B., McDaid, P., Liu, K. K., Taub, D., Howley, A., Cosier, M., Clifton, J., Telfer, D., Holden. K., Thurlow, M. L., & Vandercook, T. (2019). Using systems change efforts to implement and sustain inclusive education practices in general education settings for students with the most significant cognitive disabilities: A review of the literature (TIES Center Report 102). Minneapolis, MN: University of Minnesota, The TIES Center. Retrieved from https://tiescenter.org/resources

Cosier, M., Cardinal, D., & Gomez, A. (2019). A brief report: The state of inclusion and exclusion of students with disabilities in California school districts. Orange, CA: The Thompson Policy Institute on Disability, Chapman University.

Griffiths, A., Cosier, M., & Morgan, S. (2019). Research to practice brief: Using labor market projections for successful transition planning. Orange, CA: Thompson Policy Institute on Disability, Chapman University.

White, J., Cosier, M., & Taub, D. (2018). How states interpret the LRE clause of IDEA: A policy analysis. Minneapolis, MN: University of Minnesota, The TIES Center. Retrieved from https://tiescenter.org/resource/C2/RFrDWfQ7qLb8oH_TrOlw

Cosier, M., Gomez, A., & Cardinal, D. (2018). Mapping access to general education: The landscape in California and Orange County. Thompson Policy Institute 3rd Annual Disability Summit Key Summary and Findings.

Cosier, M., White, J., & Wang, Q. (2018). Examining the variability in placement of students with Intellectual Disability in New York State. International Journal of Whole Schooling. Retrieved from http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html

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

Cosier, M., McKee, A., & Gomez, A. (2016). A study of the impact of Disability Studies on teacher perceptions and practice. Review of Disability Studies, 12(4). http://www.rds.hawaii.edu/ojs/index.php/journal/article/view/528

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.

Cosier, M., & Pearson, H. (2016). Can we talk?: The underdeveloped dialogue between teacher education and Disability Studies. SageOpen. doi:10.1177/2158244015626766

Ashby, C., & Cosier, M. (2012). Moving beyond excuses to exclude on secondary school. TASH Connections, 37(2-3), 12-17.

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. (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.

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.

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.

Cosier, M., & Causton-Theoharis, J. (2010). Economic and demographic predictors of inclusive education. Remedial and Special Education. Advance online publication. doi: 10.1177/0741932510362513

Causton-Theoharis, J., Ashby, C., & Cosier, M. (2009). Islands of loneliness: Exploring social interaction through autobiographies of individuals with autism. Intellectual and Developmental Disabilities, 47(2), 84-96.