Francis, Grace | College of Education and Human Development

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

View Grace Francis's curriculum vitae in PDF format.

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

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 (8^th edition). Pearson.

Selected Recent Publications

Francis, G. L., Eagle, C. D., Español, S. H., Conn-Reda, K., Reed, A. S., Majetich, E., Duke, J. M., & Walter, H. L. (2025). Relationships between bioecological factors and expectations for community living and participation outcomes among individuals with intellectual disability and families: A scoping review. American Journal on Intellectual and Developmental Disabilities, 130(2), 88-103. https://doi.org/10.1352/1944-7558-130.2.88

Francis, G. L., Strimel, M., Macedonia, A. (2025). The EASE Process: Increasing educator reflexivity to foster family-educator collaboration. TEACHING Exceptional Children, 57(4), 304-312. https://doi-org.mutex.gmu.edu/10.1177/00400599231177288

Abera, M., Francis, G. L., Nega, A., Dawud, S., Ali, M., Shibabaw, G., Araya, B., Haines, S., & Aldersey, H. M. (2025). Collaboration for the inclusion of students with disabilities in K-12 education in Gondar, Ethiopia. African Journal of Disability, 14, 1-11. https://doi.org/10.4102/ajod.v14i0.1569

Thompson, M. M., & Francis, G. L. (2025). Exploring socially-just disability resources as a professional paradigm for higher education. Journal of Postsecondary Education and Disability, 38(1), 415-430. https://files.eric.ed.gov/fulltext/EJ1408729.pdf

Francis, G. L., Reed, A. S., Strimel, M. M., Raines, A., & Kinas-Jerome, M. (2024). Experiences of teachers of students with intellectual and developmental disabilities during the COVID-19 pandemic. Exceptionality. 1-17 https://doi.org/10.1080/09362835.2024.2396103

Francis, G. L., Reed, A. S., & Conn-Reda, K. (2024). Experiences of teachers of students with disabilities and extensive support needs during the COVID-19 pandemic: Administrator considerations for equitable education. School Community Journal, 24(2), 87-107. http://www.adi.org/journal/CurrentIssue/CurrentIssue.pdf

Francis, G. L., Burke, M., Zhang, L., Carter, R. A., Clark, L., & Turnbull, A. (2024). Examining the reflection of family-professional partnerships in professional organization standards. Journal of Special Education, 0(0), https://doi.org/10.1177/00224669231165502

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

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