Michael F. Giangreco, Ph.D. - Professor, Interim Chair

Michael F. Giangreco, Ph.D., is a Professor in the Department of Education at the University of Vermont and serves as Coordinator of the Graduate program in Special Education. He 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 developmental disabilities, special education teacher, special education administrator). His work focuses on various aspects of education for students with developmental disabilities within general education classrooms such as curriculum planning and adaptation, related services decision-making and coordination, alternatives to overreliance 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


Selected Publications

  • Giangreco, M. F. (2017). Including students with developmental disabilities: Simple, not easy. In S. Danforth (Ed.). Becoming a great inclusive educator (2nd ed., pp. 341-351): New York: Peter Lang.
  • Giangreco, M. F. (2017). Expanding opportunities for students with intellectual disability. Educational Leadership, 74(7), 52-57.
  • Giangreco, M. F., Dymond, S. K., & Shogren, K. A. (2016). 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. 1-26). Upper Saddle River, NJ: Pearson Education/Prentice-Hall.
  • Giangreco, M. F. & Suter, J. C. (2015). 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, 3(3), 112-131. doi: 10.1352/2326-6988-3.3.112
  • 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. & Doyle, M. B. (2015). Italy presses forward in educating students with learning disabilities. Phi Delta Kappan, 97(3), 23-28.
  • 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.
  • 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.
  • Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93-106.
  • 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.
  • 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.
  • 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.

Awards and Recognition

  • Distinguished Visiting Researcher 2018 from American University in Cairo, Graduate School of Education: Every year, the Distinguished Visiting Researchers Program (DVR) at the American University in Cairo (Egypt) brings eminent scholars to give lectures in their field, and to interact with faculty and students. The program is designed to foster a spirit of intellectual and scholarly inquiry among faculty, staff, students and the wider community. (2018)
  • 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

  • Council for Exceptional Children (CEC), TASH (formerly The Association for Persons with Severe Disabilities)

Michael F. Giangreco


    • 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)


    Email: Michael.Giangreco@uvm.edu
    Phone: (802) 656-1144
    Office: 301A Mann Hall
    Find me online:


    Courses Taught in the Last 5 Years

    Behavior Analysis in Special Education; Leadership Supporting Integrative School Systems: School Self-Assessment; Students with Severe & Mult. Disabilities: Characteristics & Ed. Interv.