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. & Suter, J. C. (in press). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion: The e-Journal of the American Association on Intellectual and Developmental Disabilities.
  • Giangreco, M. F. (2015). Crisscrossing from the classroom to cartoons: Social science satire. In C. Gerstl-Pepin & C. Reyes (Eds.), Reimagining the public intellectual in education: Making scholarship matter (pp. 3-15). New York: Peter Lang.
  • Giangreco, M. F., Dymond, S. K., & Shogren, K. A. (in press). Educating students with severe disabilities: Foundational concepts and practices. In F. Brown, J. McDonnell, & M. E. Snell (Eds.), Instruction of students with severe disabilities (8th ed., pp. TBD). Upper Saddle River, NJ: Pearson Education/Prentice-Hall.
  • 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., & 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., 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

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 (1989)
  • Ed.S. in Special Education & Educational Supervision from University of Virginia (1983)
  • M.Ed. in Special Education (Severe Disabilities) from University of Vermont (1981)
  • B.S.Ed. in Special Education & Elementary Education from Buffalo State College (1977)

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)