Meghan Cosier

Does Access Matter? Time in General Education and Achievement for Students With Disabilities

This study examined the relationship between hours in general education and achievement in reading and mathematics for students with disabilities. The study population included more than 1,300 students between the ages of 6 and 9 years old within 180 school districts. Hierarchical linear modeling (HLM) was utilized with the Pre-Elementary Education Longitudinal Study (PEELS) data set (Institute of Education Sciences). The relationship between hours in general education and achievement in reading and mathematics was explored while accounting for student- and district-level factors. Results suggest a strong positive relationship between the number of hours students spent in general education and achievement in mathematics and reading. Implications for policy and practice in special education are presented and discussed.

Islands of Loneliness: Exploring Social Interaction Through the Autobiographies of Individuals With Autism

Assumptions of difficulties with social interaction, or lack of interest in social interaction, are central to many definitions and conventional understandings of autism. However, many individuals with autism describe a strong craving social interaction. This article uses autobiographical accounts written by individuals who identified as autistic as a source of qualitative research data and specifically explores the ways these texts address issues of social relationships. Using narrative inquiry, the authors explored how individuals with autism described their own notions of and experiences with social interaction. This article discusses the broad themes of (a) the desire to have connections and (b) navigation through the world of people. Last, implications for the education of individuals with autism are considered.

Schools of Promise: A School District—University Partnership Centered on Inclusive School Reform

A university—school district partnership, Schools of Promise (SOP), was formed to improve elementary schools for all children through whole-school reform. This effort focused on the concepts of belonging and inclusion, positioning the needs of marginalized students at the center of the reform through a university-facilitated restructuring of service delivery and university-led professional development. This article reports on the findings from a mixed-methods study of this partnership, addressing two research questions focused on the experiences of the participants and major stakeholders involved in this reform effort. The questions include (a) What have been the major accomplishments of SOP? and (b) What barriers have been encountered? The findings suggest there are both significant accomplishments as well as ongoing barriers to these efforts. These themes are discussed, and implications for future research and future directions for this partnership are presented.

Economic and Demographic Predictors of Inclusive Education

This study investigated economic and demographic predictors of levels of inclusion of students with disabilities in 129 school districts. Multiple regression analysis was utilized to address the following research questions: (a) Is there a relationship between economic factors and percentage of highly included students with disabilities in general education when controlling for demographic factors? and (b) Is there a relationship between demographic factors and percentage of highly included students with disabilities in general education classrooms when controlling for economic factors? Results suggest a significant relationship between the economic variables of general education expenditure and special education expenditure, and the amount of time students with disabilities are included in general education classrooms. Implications for practice and future research are discussed.

Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies

Despite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing DS in their curriculum. Results suggested that some teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of DS and teacher education.

Smart phones permitted: How teachers use text messaging to collaborate

The use of smart phones by teachers in K-12 education has been contentious. Although teachers are often instructed to put their phones away during instruction, teachers and students can benefit in many ways from using smart phones in the classroom. The use of information systems such as a smart phone can support knowledge sharing and collaboration opportunities not otherwise available. For example, teachers may use smart phones to collaborate with other teachers, paraprofessionals, related service providers, and parents when face-to-face time is not available. This exploratory pilot study included semi-structured interviews of five teachers at an inclusive school to investigate how smart phones were used to collaborate. Results suggest that teachers used text messaging on a regular basis to work together to make modifications, communicate about student behavior, share student work, and to review student progress regarding goals.