University Distinguished Professor Emeritus of Special Education

Michael F. Giangreco, Ph.D., is a University Distinguished Professor Emeritus of Special Education at the University of Vermont. He is also affiliated with UVM's Center on Disability and Community Inclusion where he serves as director of Project EVOLVE Plus (supporting schools other education affiliated organizations).

Prior to joining the UVM faculty 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 professional interests focus on how to plan, adapt, coordinate, implement, and evaluate educational programs and services for students with disabilities who are included in general education classrooms.

Dr. Giangreco is the author of numerous professional publications on a variety of special education topics, especially related to inclusive education for students with development disabilities, paraprofessionals, related services, and inclusive school service delivery. He has published a series of cartoons depicting educational issues and research findings that are now available at the UVM Center for Digital Initiatives in online collection "Absurdities & Realities of Special Education" which can be found at https://cdi.uvm.edu/collection/giangrecocartoons.

Publications

Partial/selected list of publications (complete listing available upon request):

Giangreco, M. F., Pennington, R. C., & Walker, V. L. (2021). Conceptualizing and utilizing Board Certified Behavior Analysts as related services providers in inclusion-oriented schools. Remedial and Special Education. Advance online publication https://doi.org/10.1177/07419325211063610

Haines, S. J., Giangreco, M. F., Shepherd, K. G., Suter, J. C., & Moore, M. (2021). Examination and redesign of inclusive special education service delivery in a rural school. Rural Special Education Quarterly. Advance online publication https://doi.org/10.1177/87568705211052497

Giangreco, M. F. (2021). Maslow's hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education, 36(2), 278-293. https://doi.org/10.1080/08856257.2021.190137

Giangreco, M. F. (2020). "How can a student with severe disabilities be in a fifth-grade class when he can't do fifth-grade level work?" Misapplying the least restrictive environment. Research and Practice for Persons with Severe Disabilities, 45(1), 23-27. https://doi.org/10.1177/1540796919892733

Giangreco, M. F., Shogren, K. A. & Dymond, S. K. (2020). Educating students with severe disabilities: Foundational concepts and practices. In F. Brown, J. McDonnell, & M. E. Snell (Eds.), Instruction of students with severe disabilities: Meeting the needs of children and youth with intellectual disabilities, multiple disabilities, and autism spectrum disorders (9th ed., pp. 1-27). Pearson.

Suter, J. C., Giangreco, M. F., & Bruhl, S. (2020). Special education personnel absences in inclusion-oriented schools: Implications for building effective service delivery models. Remedial and Special Education, 41(6), 341-351. https://doi.org/10.1177/0741932519865617

Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. In M. Schuelka, C. Johnstone, G. Thomas, & A. Artiles (Eds.), The SAGE Handbook on Inclusion and Diversity in Education (pp. 193-207). Sage. http://dx.doi.org/10.4135/9781526470430.n18

Giangreco, M. F. (2017). Expanding opportunities for students with intellectual disability. Educational Leadership, 74(7), 52-57. http://www.ascd.org/publications/educational-leadership/apr17/vol74/num07/Expanding-Opportunities-for-Students-with-Intellectual-Disability.aspx

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): Peter Lang. https://doi.org/10.3726/b11150

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). Peter Lang. https://www.jstor.org/stable/45177529

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. https://doi.org/10.1352/2326-6988-3.3.112

Giangreco, M. F., & Doyle, M. B. (2015). Italy presses forward in educating students with learning disabilities. Phi Delta Kappan, 97(3), 23-28. https://doi.org/10.1177/003172171561482

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 Disabilit√°), 17(1), 119-136. http://www.lifespan.it/client/abstract/ENG283_6 Giangreco.pdf

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). Sage. http://dx.doi.org/10.4135/9781446282236.n42

Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93-106. https://doi.org/10.1017/jse.2013.1

Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education, 47(2), 121-132. https://doi.org/10.1177/0022466911419015

Shepherd, K. G., Giangreco, M. F., & Cook, B. G. (2013). Parent participation in assessment and in development of individualized education programs. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 260-272). Pearson.

Giangreco, M. F., Doyle, M. B., & Suter, J. S. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33(6), 362-373. https://doi.org/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. https://doi.org/10.1177/0741932509355951

Awards and Recognition

  • University Distinguished Professor of Special Education (2021)
  • Distinguished Researcher Award,¬†American Educational Research Association Special Education Research - Special Interest Group (113) (2019)
  • Distinguished Visiting Researcher,¬†American University of Cairo (2018)
  • University Scholar Award, The University of Vermont Graduate College, for sustained excellence in research and scholarship activities (2013-2014)
  • Joseph Anthony Abruscato Award for Excellence in Research and Scholarship, University of Vermont College of Education and Social Services (2010)

Associations and Affiliations

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

Areas of Expertise and/or Research

  • Special Education
  • Inclusive Education
  • Inclusive School Service Delivery

Education

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

Contact

Phone:
  • (802) 656-1144
Office Location:

301A Mann Hall

Courses Taught

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