Doody, K. R. & Colón, G. (2022). Positive Behavioral Supports and Strategies for Young Children. In Fisher & Zimmerman (Eds.), Early Childhood Special Education Programs and Practices. Slack Publishers.  

Colón, G. & Alsace T. O. (2022). Bilingual Special Education for the 21st Century: A New Interface. IGI Global.

Garas-York, K., Henry, J.J., Colón, G., & del Prado Hill, P. (2022). Supervising linguistically diverse student teachers. In Baecher, Burns & McCorvey (Eds.), Supervision in Clinically Based Teacher Education: Advances, Opportunities and Exploration. Information Age Publishing.

Colón, G., Zgliczynski, T., & Maheady, L. (2022). Using flexible grouping. In McKlesky et al. (Ed.), High Leverage Practices for Inclusive Classrooms (2nd Edition). Routledge. 

Alsace, T. O. , Akinsulure-Smith, A. M., & Colón, G. (2021). Professional development module: Approaches to Educating Refugees and Immigrants. CUNY - Initiative on Immigration and Education. CUNY-IIE.

Hunter, J. D., & Colón, G. (2020). #YouthLivesMatter: Writing critical micropoems as urban social critiques, English Journal, 110(2).

Lewellen, C., Bohonos, J. W., Henderson, E., & Colón, G. (2020). African American women’s career development: Considering intersectional differences in language and personality type. In Claretha Hughes (Ed.), Implementation Strategies for Improving Diversity in Organizations (2nd Edition). IGI Global.

Maheady, L., Zgliczynski, T., & Colón, G. (2018). Using flexible grouping. In McKlesky et al. (Eds.), High Leverage Practices for Inclusive Classrooms, Routledge.

Colón, G. (2016). PALS for ELLs: Friend or foe? Effects of peer-assisted learning strategies on reading skills of English language learners with and without disabilities. [Doctoral dissertation]. University of New York at Buffalo.