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). Boston: Pearson.

Giangreco, M. F. (2015). Crisscrossing from classrooms 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. doi 10.1177/0031721715614824

Giangreco, M. F. & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion, 3(3), 112-131. doi: 10.1352/2326-6988-3.3.112. Full Text:  Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground (PDF). Posted with permission of Inclusion and the American Association on Intellectual & Developmental Disabilities.

Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Italian and American progress toward inclusive education: Common concerns and future directions. Life Span and Disability: An Interdisciplinary Journal (Ciclo Evolutivo e Disabilita), 17(1), 119-136. Full Text: (Retrieved from: http://www.lifespan.it/client/abstract/ENG283_6 Giangreco.pdf) Italian and American progress toward inclusive education: Common concerns and future directions (PDF).

Doyle, M. B. & Giangreco, M. F. (2013). Guiding principles for including secondary students with intellectual disabilities in general education classes. American Secondary Education Journal, 42(1), 57-72. Full Text: Guiding principles for including secondary students with intellectual disabilities in general education classes (PDF). Posted with the permission of the American Secondary Education Journal

Giangreco, M. F., Doyle, M. B., & Lucangeli, D. (2012). Educare gli alumni con disabilit√† in classi regolari. [Educating students with disabilities in regular classes]. 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. Full Text (Italian): Educare gli alumni con disabilit√† in classi regolari (PDF)Full Text (English): Educating students with disabilities in regular classes (PDF).

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. Full Text: Demographic and personnel service delivery data: Implications for including students with disabilities in Italian schools (PDF)

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. Full Text: Integrazione scolastica in Italy: A compilation of English-Language resources (PDF). Retrieved from International Journal of Whole Schooling.

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., 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. (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. Online only in English at www.lifespan.it. 

Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 47(1), 53-56. Full Text: Personnel utilization and general class placement of students with disabilities: Ranges and ratios (PDF). Posted with permission of the American Association on Intellectual and Developmental Disabilities. A corrected version of this article was posted on December 11, 2009.

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. Full Text: Making presentation software accessible for high school students with moderate and severe intellectual disabilities (PDF). Posted with the permission of the Council for Exceptional Children.

Giangreco, M. F., & Doyle, M. B. (Eds.) (2007). Quick-Guides to Inclusion: Ideas for educating students with disabilities (2nd ed.). Baltimore: Paul H. Brookes.

Giangreco, M. F. (2007). Extending inclusive opportunities. Educational Leadership, 64(5), 34-37. Full Text: Extending inclusive opportunities (PDF). Posted with permission of ASCD and the copyright holder, M.F. Giangreco.

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.

Giangreco, M. F. (2003). Moving toward inclusive education. In W. L. Heward (Ed.), Exceptional children: An introduction to special education (7th ed.) (p. 78-79). Englewood Cliffs, NJ: Merrill, an imprint of Prentice Hall. Full Text: Moving toward inclusive education (PDF). Posted with permission of Prentice Hall.

Giangreco, M. F. (2002). Quick-guides to inclusion 3: Ideas for educating students with disabilities. Baltimore: Paul H. Brookes Publishing.

Giangreco, M. F. (2002). Absurdities and realities of special education: The best of ants..., flying..., and logs...(full color edition). Thousand Oaks, CA: corwin Press. www.Corwinpress.com

Giangreco, M. F., McEwen, I., Fox, T., & Lisi-Baker, D. (2002). Assisting students who use wheelchairs: Guidelines for school personnel. In M.F. Giangreco (Ed.), Quick-Guides to Inclusion 3: Ideas for educating students with disabilities (pp. 141-153). Baltimore: Paul H. Brookes. Full Text: Assisting students who use wheelchairs: Guidelines for school personnel (PDF). Posted with permission of Paul H. Brookes Publishing.

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. Full Text: Values, logical practices, and research: The three musketeers of effective education (PDF). posted with permission from Paul H. Brookes Publishing.

Giangreco, M. F. (2001). Interactions among program, placement, and services in educational planning for students with disabilities. Mental Retardation, 39(5), 341-350. Full Text: Interactions among program, placement, and services in educational planning for students with disabilities (PDF). Posted with permission of AAID.

Giangreco, M. F. (2000). Teaching old logs new tricks: more absurdities and realities of education. Thousand Oaks, CA: Corwin Press. www.corwinpress.com

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 (Volume 1) (pp. 51-69). Hillsdale, NJ: Lawrence Erlbaum. Full Text: Curricular and instructional considerations for teaching students with disabilities in general education classrooms (PDF). Posted with permission of Laurence Erlbaum.

Giangreco, M. F. (2000). Moving toward inclusive education. In W. L. Heward (Ed.), Exceptional children: An introduction to special education (6th ed.) (p. 76-77). Englewood Cliffs, NJ: Merrill, an imprint of Prentice Hall.

Giangreco, M. F., Broer S. M., & Edelman, S. W. (1999). The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings. The Journal of the Association for Persons with Severe Handicaps, 24(4), 280-290. Full Text: The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings (PDF). Posted with permission of TASH.

Giangreco, M. F., CichoskiKelly, E., Backus, L., Edelman, S.W., Tucker, P., Broer, S., & CichoskiKelly, C., & Spinney, P. (March, 1999). Developing a shared understanding: Paraeducator supports for students with disabilities in general education. TASH Newsletter, 25(1), 21-23.

Giangreco, M. F. (1999). Flying by the seat of your pants: More absurdities and realities of special education. Thousand Oaks, CA: Corwin Press

Giangreco, M. F. (1998). Ants in His Pants: Absurdities and realities of special education. Thousand Oaks, CA: Corwin Press

Giangreco, M. F. (Ed.) (1998). Quick-Guides to inclusion 2: Ideas for educating students with disabilities. Baltimore: Paul H. Brookes.

Giangreco, M. F., (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development & Education, 44(3), 193-206. Full Text: Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture (PDF). Posted with permission of IJDDE.

Giangreco, M. F., (Ed.), (1997). Quick Guides to Inclusion: Ideas for Educating Students with Disabilities. Baltimore: Paul H. Brookes Publishing.

Giangreco, M. F., Edelman, S., Luiselli, T.E., & MacFarland, S.Z.C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7-18. Full Text: Helping or hovering? Effects of instructional assistant proximity on students with disabilities (PDF). Reprinted with permission of the Council for Exceptional Children.

Giangreco, M. F., (1996). Extending the "comfort zone" to include every child. Journal of Early Intervention, 20(3), 206-208.

Giangreco, M. F. (1996). "What do I do now?!" A teacher's guide to including students with disabilities. Educational Leadership, 53(5), 56-59.

Baumgart, D., & Giangreco, M. (1996). Key lessons learned about inclusion In D. Lehr & F. Brown (Eds.), Persons who challenge the system: Persons with profound disabilities. (79-97) Baltimore: Paul H. Brookes. Full Text: Key lessons learned about inclusion (PDF). Reprinted with permission from publishers.

Giangreco, M. F. & Snell, M. E. (1996). Severe and multiple disabilities. In R. Turnbull & A. Turnbull (Eds.), (pp. 97-132) Washington, DC: National Council on Disability.

Cloninger, C. J., & Giangreco, M. F. (1995). Including students with deaf-blindness in general education classes. Journal of Visual Impairment & Blindness, 89(3), 262-266. Full Text: Including students with deaf-blindness in general education classes (PDF). Copyright ¬© (1995) American Foundation for the Blind. All rights reserved. This material may not be shared, reproduced, or duplicated without the prior written permission of the American Foundation for the Blind. Visit JVIB Online.

Giangreco, M. F., Baumgart, D., & Doyle, M.B. (1995). How inclusion can facilitate teaching and learning. Intervention in School and Clinic, 30(5), 273-278. Full Text: How inclusion can facilitate teaching and learning (PDF).

Helmstetter, E., Peck, C., & Giangreco, M.F. (1994). Outcomes of interactions with peers with moderate or severe disabilities: A statewide survey of high school students. Journal of the Association for Persons with Severe Handicaps, 19(4), 263-276.

Giangreco, M. F., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). "I've counted Jon:" Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59(4), 359-372. Full Text: "I've counted Jon:" Transformational experiences of teachers educating students with disabilities (PDF). Posted with permission of the Council for Exceptional Children.

Giangreco, M. F., Edelman, S., Cloninger, C., & Dennis, R. (1993). My child has a classmate with severe disabilities: What parents of nondisabled children think about full inclusion. Developmental Disabilities Bulletin, 21(1), 77-91. Full Text: My child has a classmate with severe disabilities: What parents of nondisabled children think about full inclusion (PDF). For readable tables for this study, please use My Child Tables (PDF).

Giangreco, M. F., Putnam, J. (1991). Supporting the education of students with severe disabilities in regular education environments. In L. H. Meyer, C. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities. (245-270) Baltimore, MD: Paul H. Brookes. Full Text: Supporting the education of students with severe disabilities in regular education environments (PDF). Reprinted with permission from publishers.

Giangreco, M. F. (1989). Facilitating integration of students with severe disabilities: Implications of the principle of "Planned Change" for teacher preparation programs. Teacher Education & Special Education, 12(3), 139 - 147.

Giangreco, M. F. & Meyer, L.H. (1988). Expanding service delivery options in regular schools and classrooms for students with severe disabilities. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 241 - 267). Washington, DC: National Association of School Psychologists.