College of Education and Human Development - George Mason University

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

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 216
4400 University Dr.
MS 1F2
Fairfax, VA 22030

Research Interests

Disability, Family Support, Family-Professional Partnerships, Transition, Adulthood  

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. (2021) Families and Professionals: Trusting Partnerships in General and Special Education (8th edition). Pearson.  

Selected Recent Publications 

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., 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., 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

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. http://www.schoolcommunitynetwork.org/SCJ.aspx

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

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

Francis, G. L., Lavín, C. E., Sanchez, J., Reed, A. S., & Mason, L. H. (2020). Inclusive education definitions and practices: Exploring perspectivse of education professionals in Mexico City. Journal of Policy and Practice in Intellectual DIsabilities. Early online release. https://doi.org/10.1111/jppi.12356

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

Francis, G. L., Duke, J. M., Fujita, M., & Sutton, J. C. (2019). “It’s a constant fight:” Experiences of college students with disabilities. Journal of Postsecondary Education and Disability, 32(3), 247-261.

Kyzar, K., Mueller, T. G., Francis, G. L., & Haines, S. J. (2019). Special education teacher preparation for family-professional partnerships: Results from a national survey of teacher educators. Teacher Education and Special Education. Early online release doi: 10.1177/0888406419839123

Francis, G. L., & Chiu, C. (2019). The way to ultimate wisdom: An exploratory qualitative study on Taiwanese students with disabilities attending college. International Journal of Developmental Disabilities. Early online release: doi: 10.1080/20473869.2019.1576408

Francis, G. L., & Reed, A. S. (2019). Rethinking efforts to ground the helicopter parent: Parent experiences providing support to young adults with disabilities. Focus on Autism and Developmental Disabilities. Early online release: doi: 10.1177/1088357619827931

Francis, G. L., Regester, A., & Reed, A. S. (2019). Barriers and supports to parent involvement and collaboration during transition to adulthood. Career Development and Transition for Exceptional Individuals, 42, 235-245. doi: 10.1177/2165143418813912

Francis, G. L., Stride, A., & Reed, A. S. (2018). Transition strategies and recommendations: Perspectives of parents of young adults with disabilities. British Journal of Special Education, 45, 277-301. doi: 10.1111/1467-8578.12232

Francis, G. L., Gross, J. M. S., Magiera, L., Schmalzried, J., Monroe-Gulick, A., & Reed, S. (2018). Supporting students with disabilities, families, and professionals to collaborate during the transition to adulthood. International Review of Research in Developmental Disabilities, 54, 71-104. doi: 10.1016/bs.irrdd.2018.07.004

Haines, S. J., Francis, G. L., Kyzar, K. B., Aldersey, H. M., & Adams, N. B. (2018). Family-professional partnership with refugee families whose children have disabilities. International Review of Research in Developmental Disabilities, 54, 35-70. doi: 10.1016/bs.irrdd.2018.07.002

Francis, G. L., Gross, J. M. S., Lavín, C., Casarez, L., & Sheets, N. (2018). Hispanic caregiver’s experiences supporting positive post-school outcomes for young adults with disabilities. Intellectual and Developmental Disabilities, 56, 337-353. doi: 10.1352/1934-9556-56.5.337

Francis, G. L., Duke, J. M., Brigham, F. J., & Demetro, K. (2018). Student perceptions of college-readiness, college services and supports, and family involvement in college: An exploratory study. Journal of Autism and Developmental Disorders, 48, 3573-3585. doi: 10.1007/s10803-018-3622-x

Francis, G. L., Gordon, S., Kliethermes, A. J., Regester, A., Baldini, D., & Grant, A. (2018). Developing and implementing a postsecondary education program for young adults with intellectual and developmental disabilities: Processes and procedures. The Teacher Educators’ Journal, 11, 134-156.

Gross, J. M. S., Choi, H., & Francis, G. L. (2018). Perceptions of Family Engagement and Support in SWIFT schools. Inclusion, 6, 60-74. doi: 10.1352/2326-6988-6.1.60