Jodi Duke

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Phone: (703) 993-6555
Email: jduke4 (@gmu.edu)

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Dr. Duke is a Professor in the Department of Special Education and Disability Research. She is also the Academic Program Coordinator of the Autism Spectrum Disorders Graduate Program.

Dr. Duke received a B.S. in Elementary Education from University of Michigan, a M.S. in Special Education from Johns Hopkins University, and an Ed.D. in Special Education from Johns Hopkins University. Her research focuses on transition, well-being and mental health supports for neurodiverse college students. 

Autism, neurodiversity, disability, mental health, well-being, transition

Selected Recent Publications

Francis, G. L., Eagle, C. D., Español, S. H., Conn-Reda, K., Reed, A. S., Majetich, E., Duke, J. M., & Walter, J. 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.

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

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. doi:10.33009/fsop_jpss132666

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, 64(2), 157-173. doi:10.1353/csd.2023.0015.

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 College Student Development 64(2), 157-173. doi:10.1353/csd.2023.0015.

Strimel, M. M., Francis, G. L., & Duke, J. M. (2023). “Understand where youre coming from”: Positionality and higher education disability resources. New Directions for Higher Education, 00, 1-18. http://doi.org/10.1002/he.20473

Strimel, M.M., Francis, G.L., & Duke, J.M. (2022). “Looking at the whole student”: Identities and the higher education accommodation process. Journal of College Student Development 63(6), 695-699. https://www.muse.jhu.edu/article/877712.

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

Fujita, M., Duke, J.M., & Francis, G.L. (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.

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

Francis, G.L., Duke, J.M., Fujita, M. & Raines, A. (2020). Goal setting to support mental wellness among adolescents with disabilities and co-occurring mental health needs. TEACHING Exceptional Children. https://doi.org/10.1177%2F0040059920974706

Alsuhaibani, A.S., Evmenova, A.S., Graff, H.J., & Duke, J.M. (2020). Arabic version of the ARC’s Self-Determination Scale for Saudi female adolescents with Intellectual Disabilities, Learning Disabilities, and Multiple Disabilities. Journal of International Special Needs Education.  https://doi.org/10.9782/19-00007

Francis, G. L., Duke, J., & 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.

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. https://files.eric.ed.gov/fulltext/EJ1236871.pdf

Francis, G. L., Duke, J. M., Kliethermes, A. J., Demetro, K., & Graff, H. (2018). Apps to support a successful transition to college for students with ASD. TEACHING Exceptional Children, 51(2), 111-124. https://doi.org/10.1177/0040059918802768

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., Duke, J. M., & Chiu, C. (2017). The college road trip: Supporting college success for students with autism. Division of Autism and Developmental Disabilities Online Journal, 4, 20-35.

Weiss, M.P, Evmenova, A.S., Kennedy, M.J., & Duke, J.M. (2016). Creating content acquisition podcasts (CAPs) for vocabulary. Journal of Special Education Technology, 31(4), 228-235.

King-Sears, M. E., & Duke, J. M. (2010). Bring your textbook! Using secondary texts to assess reading demands and skills required for students with high-incidence disabilities. Intervention in School and Clinic, 45, 284-293.

Duke, J.M., & Lane, G.M. (2008). A brief report on the systematic instructional guidelines for teaching students with multiple disabilities to respond to choices using photographs. The SLD Experience, 52, 34-43.

• College of Education and Human Development
• School of Education
• Special Education: General Curriculum
• Special Education
• Special Education: Autism
• Special Education: Non-licensure
• Helen A. Kellar Institute for Human disAbilities

• Introduction to Special Education (EDSE - 501)
• Supporting the Behavior and Sensory Needs of Individuals with Autism (EDSE - 620)
• Autism Across the Lifespan: Collaboration with Critical Partners (EDSE - 637)
• Clinical Practice and Seminar 2: General (EDSE - 446)
• Clinical Practice and Seminar 2: Adapted (Severe Disabilities) (EDSE - 466)

• Classroom Management and Positive Behavior Supports (EDSE 251)
• Language Development and Reading (EDSE 403)
• Clinical Practice and Seminar 1: General (EDSE 445)
• Clinical Practice and Seminar 1: Adapted (Severe Disabilities) (EDSE 465)
• Classroom Management and Individualized Behavior Supports (EDSE 502)
• Language Development and Reading (EDSE 503)
• Characteristics of Students with Disabilities who Access the General Curriculum (EDSE 540)
• Adapted Instructional Methods and Transition for Secondary Learners (EDSE 544)
• Special Education Research (EDSE 590)
• Special Topics in Education (EDSE 597)
• Assessment (EDSE 627)
• Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum (EDSE 629)
• Characteristics of Individuals with Autism (EDSE 634)
• Interventions for Individuals with Autism (EDSE 635)
• Supporting Communication and Literacy for Individuals with Autism (EDSE 636)
• Autism Spectrum Disorder: Issues in Assessment and Intersectionality (EDSE 638)
• Curriculum and Methods: Severe Disabilities (EDSE 661)
• Internship: Special Education in General Curriculum (EDSE 783)
• Internship: Adapted Curriculum (EDSE 784)
• Internship in Special Education (EDSE 790)
• Midpoint Portfolio (EDSE 791)
• Final Portfolio (EDSE 792)
• Classroom and Behavior Management in PreK-12 Classrooms (EDUC 505)
• Independent Study for the Doctor of Philosophy in Education (EDUC 897)
• Advanced Internship in Education (EDUC 994)