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. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Edcuation, 37(2), 93-106. doi: 10.1017/jse.2013.1. Abstract: Teacher assistant supports in inclusive schools: Research, practices and alternativesFull Text: Teacher assistant supports in inclusive schools: Research, practices and alternatives (PDF). Posted with the permission of Cambridge University Press and the Australasian Journal of Special Education. Copyright the Authors 2013

Giangreco, M. F. & Hoza, B. (August 2013). Are paraprofessional supports helpful? Attention, 20(4), 22-25. Full Text: Are paraprofessional supports helpful? (PDF).

Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education, 47,121-131 doi: 10.1177/0022466911419015

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., 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. (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

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 Full Text: One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? (PDF). Posted with permission of the American Association on Intellectual and Developmental Disabilities.

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

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
Available at http://online.sagepub.com/.

Giangreco, M. F. (2009). Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals. Arlington, VA: Council for Exceptional Children, Division on Autism and Developmental Disabilities. Available online at http://www.dddcec.org.

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. Corrected version of this article was posted on December 11, 2009.

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), 56-62. Full Text: Paraprofessionals: The "sous chefs" of literacy instruction (PDF). Posted with permission of the Council for Exceptional Children.

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. Full Text: School-based screening to determine overreliance on paraprofessionals (PDF). Posted with permission from Hammill Institute on Disabilities.

Giangreco, M. F., & Doyle, M. B. (2007). Teacher assistants in inclusive schools. In L. Florian (Ed.), The SAGE handbook of special education (pp. 429-439). London: Sage. Full Text: Teacher assistants in inclusive schools (PDF). Posted with the Permission of SAGE Publications.

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. Full Text: Addressing the paraprofessional dilemma in an inclusive school: A program description (PDF). Posted with permission of TASH.

Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005) Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71(4), 415-430. Full Text: Perspectives of students with intellectual disabilities about their experiences with paraprofessional support (PDF). Posted with permission of the Council for Exceptional Children.

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(1), 10-26. Full Text: Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? (PDF). Posted with permission of Pro-Ed Inc.

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. Full Text: "Be careful what you wish for…": Five reasons to be concerned about the assignment of individual paraprofessionals (PDF). Posted with permission of the Council for Exceptional Children.

Giangreco, M. F., Halvorsen, A., Doyle, M. B., & Broer, S.M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17(2), 82-90. Full Text: Alternatives to overreliance on paraprofessionals in inclusive schools (PDF). Posted with permission of C.A.S.E. CEC.

Giangreco, M. F., & Doyle, M.B. (2004). Directing paraprofessional work. In C. Kennedy & E. Horn (Eds.), Including students with severe disabilities, (pp. 185-204). Boston: Allyn & Bacon. Full Text: Directing paraprofessional work (PDF). Posted with permission of Allyn & Bacon.

Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-53. Full Text: Working with paraprofessionals (PDF). Posted with permission of copyright holder, author.

Giangreco, M. F., & Broer, S. M. (2003). Alternatives to overreliance or inappropriate utilization of paraprofessionals in special education. Center on Disability and Community Inclusion, University of Vermont: Burlington, VT. Full Text: Alternatives to overreliance or inappropriate utilization of paraprofessionals in special education (PDF).

Giangreco, M. F., & Broer, S. M. (2003). Guidelines for selecting alternatives to overreliance on paraprofessionals. Center on Disability and Community Inclusion, University of Vermont: Burlington, VT. Retrieved from: http://www.uvm.edu/~cdci/evolve/gsa.html

Giangreco, M. F., & Broer, S. M. (March/April 2003). The paraprofessional conundrum: Why we need alternative support strategies. TASH Connections Newsletter, 29(3/4), 22-23. Full Text: The paraprofessional conundrum: Why we need alternative support strategies (PDF). Posted with permission of TASH.

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70(1), 63-79. Full Text: Schoolwide planning to improve paraeducator supports (PDF). Reprinted with permission of the Council for Exceptional Children.

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. Full Text: Paraeducator training materials to facilitate inclusive education: Initial field-test data (PDF). For more information about the Rural Special Education Quarterly, visit the ACRES website.

Giangreco, M. F. & Broer, S. M. (January 2003). Paraprofessionals -- No perfect solution. CEC Today, 9(5), 12-13. Paraprofessionals -- No perfect solution (PDF).

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. Full Text: Schoolwide planning to improve paraeducator supports: A pilot study (PDF)

Giangreco, M. F. & Doyle, M. B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34(7), 1-12.

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. Full Text: "That was then, this is now!" Paraprofessional supports for students with disabilities in general education classrooms (PDF). Posted with permission of Laurence Erlbaum Associates, www.erlbaum.com.

Giangreco, M. F. (2001). Teacher leadership: Working with paraeducators (Instructor's and Participant's Manuals). Burlington, VT: University of Vermont, Center on Disability and Community Inclusion. Distributed by the National Clearinghouse of Rehabilitation Training Materials, Oklahoma State University, Stillwater, OK. (Code: 650.049 A and 650.049B)

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2001). Respect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities. Exceptional Children, 67, 485-498. Full Text: Respect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities (PDF). Reprinted with permission of the Council for Exceptional Children.

Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2001). Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75-86. Full Text: Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models (PDF). Posted with the permission of TASH.

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. Full Text: Paraprofessional support of students with disabilities: Literature from the past decade (PDF). Posted with permission of the Council for Exceptional Children www.cec.sped.org

Giangreco, M. F., Edelman, S. W, & Broer, S. M. (May, 2001). A guide to schoolwide planning for paraeducator supports. Burlington, VT: University of Vermont, Center on Disability and Community Inclusion. Full Text: A guide to schoolwide planning for paraeducator supports (PDF).

CichoskiKelly, E., Backus, L., Giangreco, M. F., & Tucker, P. (2000). Paraeducator entry-level training for supporting students with disabilities paraeducators (Instructor's and Participant's Manuals). Burlington, VT: University of Vermont, Center on Disability and Community Inclusion. Distributed by the National Clearinghouse of Rehabilitation Training Materials, Oklahoma State University, Stillwater, OK. (Code: 650.048 A and 650.048B)

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. Journal of the Association for Persons with Severe Handicaps, 24(4), 281-291. 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(3), 21-23. 

Giangreco, M. F., Edelman, S., Luiselli, T. E., & MacFarland, S. Z. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64(1), 7-18. Full Text: Helping or hovering? Effects of instructional assistant proximity on students with disabilities (PDF). Posted with permission of the Council for Exceptional Children.