Research that Supports Inclusion, Access to Communication, and Transition to College!
· Peña, E.V., Stapleton, L., Brown, K., Broido, E., & Stygles, K. (in press). A universal research design for student affairs scholars and practitioners. College Student Affairs Journal.
· Austin, K., Peña, E.V., & Brennan, E. (2017). Promising instructional practices for college students with autism. Currents in Teaching and Learning, 9(2), 29-37.
· Peña, E.V. & Kocur, J. (2017). How social identities affect students with autism for transition to college. Developments, 15(3), 1-9.
· Brown, K., Peña, E.V., & Rankin, S. (2017). Unwanted sexual contact: Students with autism and other disabilities at greater risk. Journal of College Student Development.
· Austin, K. & Peña, E.V. (2017). Exceptional faculty members who responsively teach students with autism spectrum disorders. Journal of Postsecondary Education and Disability.
· Brennan, E. & Peña, E.V. (2016). Autism, inclusion, and communication in higher education. Developments.
· Peña, E.V., Stapleton, L. D., & Schaffer, L.M. (2016). Diverse and critical perspectives on disability identity. In E.S. Abes (Ed.). Diverse and Critical Perspectives on Student Development Theory. San Francisco, CA: Jossey-Bass.
· Spence, M. & Peña, E.V. (2015). Intersections of autism, race, and class: A social justice agenda for inclusive leadership practices. In K. Esposito & A. Normore (Eds.) Inclusive Practices for Special Populations in Urban Settings: The Moral Imperative for Social Justice Leadership. Charlotte, NC: Information Age Publishing.
· Peña, E.V. (2014). Marginalization of published scholarship on students with disabilities in journals of higher education. Journal of College Student Development, 55(1), 30-40.
· Peña, E.V. & Kocur, J. (2013). Parenting experiences in supporting the transition of students with autism spectrum disorders into community college. Journal of Applied Research in Community Colleges, 20(2), 5-12.
A number of the articles listed are available in full text.