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Francis, Grace

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Dr. Grace L. Francis
(she/her/hers)
PhD, University of Kansas
Associate Professor
Helen A. Kellar Institute for Human disAbilities
Special Education
Special Education: Adapted Curriculum
Special Education: Severe Disabilities

Contact Information

Send email to Dr. Francis

Phone: (703) 993-6064
Fax: (703) 993-3681
Email: gfranci4 (@gmu.edu)

George Mason University
Fairfax Campus
Finley Building 218
4400 University Dr.
MS 1F2
Fairfax, VA 22030

Curriculum Vitae

View Grace Francis's curriculum vitae in PDF format.

Research Interests

Disability, Family Support, Family-Professional Partnerships, Transition, Adulthood, Expectations, Social Role Valorization

Recent Publications

Textbook

Turnbull, A., Turnbull, R., Francis, G. L., Burke, M., Kyzar, K., Haines, S. J., Gershwin, T., Shepherd, K. G., Holdren, N., & Singer, G. (2022). Families and Professionals: Trusting Partnerships in General and Special Education (8th edition). Pearson.  

Selected Recent Publications

Lavín, C. E., & Francis, G. L. (2023). Challenging the dominant narrative on undocumented Latinx students with disabilities: Understanding is not enough. Multiple Voices for Ethnically Diverse Exceptional Learners, 23(1), 20–31. https://doi.org/10.56829/2158-396X-23.1.20

Strimel, M. M., Francis, G. L., & Duke, J. M. (2023). “We’re human, unfortunately:” Identities and experiences of higher education disability resource professionals.” Journal of Postsecondary Education and Disability, 36(3), 80-100. https://doi.org/ 10.33009/fsop_jpss132666

Fujita, M., Francis, G. L., Duke, J. M., & Raines, A. (2023). College choice among students with disabilities: Decision-making experiences. Journal of Higher Education Policy and Leadership Studies, 4(4),102-123. https://dx.doi.org/10.61186/johepal.4.4.102

Francis, G. L., Strimel, M., Macedonia, A. (2023). The EASE Process: Increasing educator reflexivity to foster family-educator collaboration. TEACHING Exceptional Children. https://doi-org.mutex.gmu.edu/10.1177/00400599231177288

Hayes, C., & Francis, G. L. (2023). Making waves: Early childhood teachers’ experiences with multicultural picturebooks to promote equitable classrooms. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01557-w

Strimel, M. M., Francis, G. L., & Duke, J. M. (2023). Higher education accommodation decision-making and positionality: A survey of disability resource professionals. Journal of Postsecondary Student Success, 3(1), 80-100. https://doi.org/10.33009/fsop_jpss132666

Burke, M., Li, C., Johnston, A., Carter, R. A., Zhang, L., Francis, G. L., & Turnbull, A. P. (2023). Examining Standards Related to Family-Professional Partnerships for Education Professionals. Teacher Education and Special Education. https://doi-org.mutex.gmu.edu/10.1177/0888406423118838

Strimel, M. M., Francis, G. L., & Duke, J. M. (2023). “We’re not gods of accommodations:” Disability resource professionals and accommodation decision-making.” Journal of College Student Development, 53(2), 157-173. https://doi.org/10.1353/csd.2023.0015

Stanley, J. L., Haynes, R., Francis, G. L., Bilodeau, M. (2023). A Call for Saying “Gay” in Schools. Preventing School Failure, 60, 5076-5087. https://doi-org.mutex.gmu.edu/10.1002/pits.23007

Strimel, M. M., Francis, G. L., & Duke, J. M. (2023). “Understand where you’re coming from:” Positionality and higher education disability resources.” New Directions for Higher Education, 1–18. https://doi.org/10.1002/he.20473

Strimel, M. M., Francis, G. L., & Duke, J. M. (2023). Looking at the whole student: Identities and the higher education accommodations process. Journal of College Student Development, 63(6), 695-699. https://doi.org/10.1353/csd.2022.0056

Raines, A., Francis, G. L., Macedonia, A., & Fugita, M. (2023). Perspectives of belonging from people with disabilities: A scoping review. Psychology in the Schools, 60, 2112-2127. https://doi.org/10.1002/pits.22864

Francis, G. L., Burke, M., Zhang, L., Carter, R. A., Li, C., & Turnbull, A. P. (2023). Examining the reflection of family-professional partnerships in professional organization standards. The Journal of Special Education, 26-44. https://doi.org/10.1177/00224669231165502

Lavín, C. E. & Francis, G. L. (2022). Looking in the shadows: Literature on undocumented Latinx students with disabilities. Journal of Latinos and Education. https://doi.org/10.1080/15348431.2022.214952

Fujita, M., Francis, G. L., & Duke, J. M. (2022). “I’m not prepared:” Experiences of professionals working with students with disabilities and co-occurring mental health disorders. Journal of the American Academy of Special Education Professionals, 26-44. https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-spring/summer-2022

Francis, G. L., Raines, A. R., Reed, A. S., & Jerome Kinas, M. (2022). Parent-teacher interactions during COVID-19: Experiences of U.S. teachers of students with severe disabilities. Education Sciences, 12(488), 1-13. https://doi.org/10.3390/ educsci12070488

Duke, J. M., Francis, G. L., & Fujita, M. (2022). Experiences of parents of young adults with disabilities and co-occurring mental health disorders. Inclusion, 10(2), 147-163. https://doi.org/10.1352/2326-6988-10.2.147

Elcock, L., Strimel, M., & Francis, G. L. (2022). Challenging “divisive:” A case for culturally relevant pedagogy. Global Journal of Intellectual and Developmental Disabilities, 10(1), 1-3. https://doi.org/10.19080/GJIDD.2022.09.555777

Francis, G. L., & Stanley, J. L. (2022). Preparing families for age of majority: Five considerations. Inclusive Practices. Early online release: https://doi.org/10.1177/27324745211039748

Reed, A. S., Francis, G. L., Kinas-Jerome, M. (2021). The American Rescue Plan Act funds and students with extensive support needs: Three considerations for technology access and use. Inclusive Practices. Early online release: https://doi.org/10.1177/27324745211062519

Francis, G. L., Duke, J. M., & Fujita, M. (2021). Experiences of college students with disabilities and mental health disorders: Informing college transition and retention. Psychology in the Schools, 59, 661-677. https://doi.org/10.1002/pits.22637

Hong, J. Y., Choi, S., Francis, G. L., & Park, H. (2021). Stress among Korean immigrant parents of children with diagnosed needs amid the COVID-19 pandemic. School Community Journal, 31(2), 31-51. https://www.adi.org/journal/2021fw/HongEtAlFW21.pdf

Francis, G. L., Jansen-van Vuuren, J., Gaurav, N., Aldersey, H. M., Gabison, S., & Davison, A. M. (2021). Family-school collaboration for students with disabilities in Ontario, Canada.  Network for International Policies and Cooperation in Education and Training (NORRAG). 43-51. https://resources.norrag.org/resource/659/states-of-emergency-education-in-the-time-of-covid-19

Francis, G. L., Kilpatrick, A., Haines, S. J., Gershwin, T., Kyzar, K. B., & Hossain, I. (2021). Special education faculty decision-making regarding designing and delivering family-professional partnership content and skills in the U.S. Teaching and Teacher Education, 105, 1-10, https://doi.org/10.1016/j.tate.2021.103419

Francis, G. L., Duke, J. M., Fujita, M., Raines, A. (2021). Goal setting to support mental wellness among adolescents with disabilities and co-occurring mental health needs. TEACHING Exceptional Children, 53(5), 350-358. https://doi.org/10.1177/0040059920974706

Francis, G. L., Lavín, C. E., Sanchez, J., Reed, A. S., & Mason, L. H. (2021). Inclusive education definitions and practices: Exploring perspectives of education professionals in Mexico City. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 58-68. https://doi.org/10.1111/jppi.12356

Gross, J., Francis, G., & Gage, S. (2021). Family Employment Awareness Training (FEAT): A research-based program for promoting high expectations for employment and knowledge resources. U.S. Department of Labor’s Office of Disability Employment Policy. https://www.dol.gov/sites/dolgov/files/ODEP/pdf/SSI_Youth_Gross_Final_Proposal.pdf

Howard, M., Reed, A. S., & Francis, G. L. (2021). “It’s my meeting!” Involving high school students with significant disabilities in the Individualized Education Program process. TEACHING Exceptional Children, 53(4), 290-298. https://doi.org/10.1177/0040059920958739

Francis, G. L., Duke, J. M. & Siko, L. (2020). Be Ready, Be Well: A conceptual framework for supporting well-being among college students with disabilities. Journal of Postsecondary Education and Disability, 33(2), 129-141. Retrieved from https://eric.ed.gov/?id=EJ1273675

Francis, G. L., Gershwin, T., Turnbull, H. R., Raines, A. (2020). Social role valorization of caregivers in school systems: The influence of terminology in federal education legislation. Special Educator e-Journal. Retrieved from https://www.naset.org/index.php?id=5733#c43555

Francis, G. L., Reed, A. S., & Howard, M. E. (2020). Interactions with and between families and professionals in college: Perspectives of young adults with intellectual and developmental disabilities. Inclusion, 8(2), 163-179. https://doi.org/10.1352/2326-6988-8.2.163

Lavín, C. E., Francis, G. L., Mason, L., & Lesueur, R. (2020). Inclusive education in Mexico City: An exploratory study. International Journal of Disability, Development and Education. https://doi.org/10.1080/1034912X.2020.1749572

Francis, G. L., Gross, J. M. S., Lavín, C. E., Casarez, L., & Sheets, N. (2020). Facing double jeopardy: The transition experiences of Latina family caregivers of young adults with disabilities living in a rural community. Rural Special Education Quarterly, 39, 17-34. https://doi.org/10.1177/8756870519879069

Rowe, D. A. & Francis, G. L. (2020). Reflective thinking: Considering the intersection of microcultures in IEP planning and implementation. TEACHING Exceptional. Children, 53(1), 4-6. https://doi.org/10.1177/0040059920952007

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