Research shows that people who feel more confident supporting disability inclusion are more likely to include students with disabilities and make accommodations. Here is the pre-post KIT training confidence data available from completed training evaluations between 2010 and 2017:
Research also shows that professional development which is job-embedded leads to a higher level of implementation and sustainability and allows for application of skills and problem-solving to occur across settings.
Ghere, G., York-Barr, J., & Sommerness, J. (2002). Supporting students with disabilities in inclusive schools: A curriculum for job-embedded paraprofessional development. University of Minnesota, College of Education & Human Development, Institute on Community Integration