University of Vermont

Faculty Biography

Faculty Biography | Michael F. Giangreco

Michael F. Giangreco

Michael F. Giangreco, Ph.D.Professor

Contact Information:
301A Mann Hall
(802) 656-1144
Michael.Giangreco@uvm.edu
http://www.uvm.edu/~cdci/archives/mgiangre/

Michael F. Giangreco, Ph.D., is a Professor in the Department of Education (Special Education Program) at the University of Vermont and is also affiliated with the Center on Disability & Community Inclusion. Prior to joining the faculty at UVM in 1988 he served in a variety of capacities (e.g., community residence counselor with adults with disabilities, special education teacher, special education administrator). His work focuses on various aspects of education for students with disabilities within general education classrooms such as curriculum planning and adaptation, related services decision-making and coordination, alternatives to overrelaince on paraprofessionals and inclusive special education service delivery. Dr. Giangreco is the author of numerous professional publications on a variety of special education topics and has published a series of cartoons depicting educational issues and research findings.

Areas of Expertise:

Special Education

Current Projects:

Project EVOLVE Plus

Scholarship

Selected Publications

  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Teacher assistants in inclusive classrooms. In L. Florian (Ed.), The SAGE handbook of special education (2nd ed., pp. 691-702). London: Sage.
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Italian and American progress toward inclusve education Common concerns and future directions. Life Span and Disability, 17(1), 119-136.
  • Shepherd, K. G., Giangreco, M. F., & Cook, B. G. (2013). Parent participation in assessment and in the development of individualized education programs. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 260-272). Upper Saddle River, NJ: Pearson Education.
  • Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education, 47, 121-132.. doi: 10.1177/0022466911419015
  • Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93-106. doi: 10.1017/jse.2013.1
  • Doyle, M. B. & Giangreco, M. F. (2013). Guiding principles for including high school students with intellectual disabilities in general education classes. American Secondary Education, 42(1), 57-72.
  • Giangreco, M. F. & Hoza, B. (August, 2013). Are paraprofessional supports helpful? Attention: National magazine of CHADD, Children and Adults with Attention Deficit/Hyperactivity Disorder, 22-25.
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33, 362-373. doi: 10.1177/0741932511413472
  • Giangreco, M. F., Doyle, M. B., & Lucangeli, D. (2012). Educare gli studenti con disabilita di sviluppo tipiche aule: Cinque pratiche chiave [Educating Students with Disabilities in Typical Classrooms: Five Key Practices]. Psicologia e Scuola: Giornale Italiano di Psicologia dell'Educazione e Pedagogia Sperimentale [Psychology and School: Italian Journal of Educational Psychology and Experimental Pedagogy], 32(20), 39-46.
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Demographic and personnel service delivery data: Implications for including students with disabilities in Italian schools. Life Span and Disability: An Interdisciplinary Journal (Ciclo Evolutivo e Disabilita), 15(1), 97-123.
  • Giangreco, M. F., & Doyle, M. B. (2012). Integrazione scolastica in Italy: A compilation of English-language resources. International Journal of Whole Schooling, 8(1), 63-105. Retrieved from http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSindex.html
  • Giangreco, M. F. (2012). [Book review of Reassessing the impact of teaching assistants: How research challenges practice and policy.] London Review of Education, 10(3), 333-334. doi: 10.1080/14748460.2012.729893
  • Giangreco, M. F., Broer, S. M., & Suter, J. C. (2011). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education, 32(1), 22 - 38. doi: 10.1177/0741932509355951
  • Giangreco, M. F. (2011). Educating students with severe disabilities: Foundational concepts and practices. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (7th ed., pp. 1-30). Upper Saddle River, NJ: Pearson Education/Prentice-Hall.
  • Giangreco, M. F., Cloninger, C. J., & Iverson, V. S. (2011). Choosing outcomes and accommodations for children (COACH): A guide to educational planning for students with disabilities (3rd edition). Baltimore: Paul H. Brookes Publishing.
  • Giangreco, M. F., Prelock, P. A., & Turnbull, R. H. (2010). An issue hiding in plain sight: When are speech language pathologists special educators rather than related services providers? Language Speech and Hearing Services in Schools, 41(4), 531 - 538. doi: 10.1044/0161-1461(2009/08-0127)
  • Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities, 48(1), 1-13. doi: 10.1352/1934-9556-48.1.1
  • Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20, 41-57. doi: 10.1080/10474410903535356
  • Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms: Personnel and peers. In R. Rose (Ed.), Confronting obstacles to inclusion: International responses to developing inclusive schools (pp 247-263). Abingdon, Oxfordshire, UK: Routledge.
  • Giangreco, M. F. (2010). Utilization of teacher assistants in inclusive schools: Is it the kind of help that helping is all about? European Journal of Special Needs Education, 25(4), 341 - 345. doi: 10.1080/08856257.2010.513537
  • Doyle. M. B. & Giangreco, M. F. (2009). Making presentation software accessible for high school students with moderate and severe intellectual disabilities. Teaching Exceptional Children, 41(3), 24-31.
  • Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 41, 53-56. doi: 10.1352/2009.47:53�56
  • Suter, J.C., & Giangreco, M.F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43(2), 81-93. doi: 10.1177/0022466907313353
  • Giangreco, M. F. (2009). Opportunities for children and youth with intellectual developmental disabilities: Beyond genetics. Life Span and Disability: An Interdisciplinary Journal (Cicio Evolutivo e Disabilita), 12(2), 129-139.
  • Giangreco, M. F. (2007). Extending inclusive opportunities. Educational Leadership, 64(5), 34 - 37.
  • Causton-Theoharis, J., Giangreco, M. F., Doyle, M. B., & Vadasy, P. F. (2007). Paraprofessionals: The sous chefs of literacy instruction. Teaching Exceptional Children, 40(1), 57 - 62.
  • Giangreco, M. F. & Doyle, M. B. (2007). Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (2nd edition). Baltimore: Paul H. Brookes.
  • Giangreco, M. F., Broer, S. M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22(3), 149 - 158.
  • Giangreco, M. F. (2007). Absurdities and realities of special education: The complete digital set [searchable CD]. Thousand Oaks, CA: Corwin.
  • Giangreco, M. F., Smith, C. S., Pinckney, E. (2006). Addressing the paraprofessional dilemma in an inclusive school: A program description. Research and Practice for Persons with Severe Disabilities, 31(3), 215 - 229.
  • Giangreco, M. F. (2006). Foundational concepts and practices for educating students with severe disabilities. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (6th ed., pp. 1-27). Upper Saddle River, NJ: Pearson Education/Prentice-Hall.
  • Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional supports. Exceptional Children, 71, 415 - 430.
  • Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). Be careful what you wish for... : Five reasons to be concerned about the assignment of individual paraprofessionals. Teaching Exceptional Children, 37(5), 28 - 34.
  • Giangreco, M. F., & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10 - 26.
  • Giangreco, M. F., Halvorsen, A. T., Doyle, M. B., & Broer, S. M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17, 82 - 90.
  • Giangreco, M. F., & Doyle, M. B. (2004). Directing paraprofessional work. In C.H. Kennedy & E.M. Horn (Eds.), Including students with severe disabilities (pp. 185-204). Boston: Allyn & Bacon.
  • Giangreco, M. F., Backus, L., CichoskiKelly, E., Sherman, P., & Mavropoulos, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field-test data. Rural Special Education Quarterly, 22(1), 17 - 27.
  • Giangreco, M. F., & Taylor, S. J. (2003). "Scientifically based research" and qualitative inquiry. Research and Practice for Persons with Severe Disabilities, 28, 133-137.
  • Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50 - 53.
  • Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70, 63 - 79.
  • Giangreco, M. F. (2003). Moving toward inclusive education. In W. L. Heward, Exceptional children: An introduction to special education (7th ed., pp. 78-79). Englewood Cliffs, NJ: Merrill, an imprint of Prentice Hall.
  • Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2002). Schoolwide planning to improve paraeducator supports: A pilot study. Rural Special Education Quarterly, 21(1), 3 - 15.
  • Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2002). That was then, this is now! Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10(1), 47 - 64.
  • Giangreco, M. F., Cloninger, C., Dennis, R., & Edelman, S. (2002). Problem-solving methods to facilitate inclusive education. In J. Thousand, R. Villa, & Nevin, A. (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers, (2nd ed., pp. 111-134). Baltimore: Paul H. Brookes.
  • Giangreco, M. F. (2002). Values, logical practices, and research: The three musketeers of effective education. In J. Downing (Ed.), Including students with severe and multiple disabilities in typical classrooms (2nd ed., pp. ix-xiii). Baltimore: Paul H. Brookes.
  • Giangreco, M. F. (2001). Interactions among program, placement, and services in educational planning for students with disabilities. Mental Retardation, 39, 341 - 350.
  • Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45 - 63.
  • Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2001). Teacher engagement with students with disabilities: Differences between paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75 - 86.
  • Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67, 485 - 498.
  • Giangreco, M. F. (2000). Related services research for students with low incidence disabilities: Implications for speech-language pathologists in inclusive classrooms. Language, Speech, and Hearing Services in the Schools, 31, 230 - 239.
  • Giangreco, M. F., & Doyle, M. B. (2000). Curricular and instructional considerations for teaching students with disabilities in general education classrooms. In S. Wade (Ed.), Inclusive education: A casebook of readings for prospective and practicing teachers (pp. 51-69). Hillsdale, NJ: Lawrence Erlbaum.
  • Giangreco, M. F., Cloninger, C., Dennis, R., & Edelman, S. (2000). Problem-solving methods to facilitate inclusive education. In R. Villa & J. Thousand, (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed., pp. 293-327). Baltimore: Paul H. Brookes.
  • Giangreco, M.F., Prelock, P., Reid, R., Dennis, R., & Edelman, S. (2000). Roles of related services personnel in inclusive schools. In R. Villa & J. Thousand, (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed., pp. 360-388). Baltimore: Paul H. Brookes.

Courses Taught in the Last 5 Years

Behavior Analysis in Special Education; Students with Severe & Mult. Disabilities: Characteristics & Ed. Interv.

Education

  • Ph.D. in Special Education from Syracuse University
  • Ed.S. in Special Education & Educational Supervision from University of Virginia
  • M.Ed. in Special Education (Severe Disabilities) from University of Vermont
  • B.S.Ed. in Special Education & Elementary Education from Buffalo State College

Awards & Honors

  • UVM University Scholar Award 2013-2014 from UVM Graduate College: Awarded annually to four distinguished University of Vermont faculty members for sustained excellence in research and scholarship activities (2013)
  • Joseph Anthony Abruscato Award for Excellence in Research and Scholarship from UVM CESS: Awarded annually by the UVM College of Education and Social Services for excellence in research and scholarship (2010)

Professional Associations

  • American Association of Intellectual and Developmental Disabilities (AAIDD), Council for Exceptional Children (CEC), TASH (formerly The Association for Persons with Severe Disabilities)