Why the KIT Model Works

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:


Bar graphs showing pre- and post-data confidence. Post-Training results show an overall shift of the curve to learners being more confident.


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.

Bar graph showing levels of impact. Largest impact for Concept Understanding, Skill Attainment and Application/Problem Solving is Coaching.

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