Michael F. Giangreco serves as a faculty member in the Special Education program. 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.


Giangreco, M. F. (accepted for publication). Maslow's hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education, 36(2), pp. tbd.

Giangreco, M. F. (in press). "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), pp. tbd.

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). Boston: Pearson.

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). London: Sage.

Suter, J. C., Giangreco, M. F., & Bruhl, S. A. D. (2019). Special education personnel absences in inclusion-oriented schools: Implications for building effective service delivery models. Remedial and Special Education. Advance online publication. doi:10.1177/0741932519865617

Giangreco, M. F. (2018). Learning about paraprofessionals. [Audio podcast 3-part series]. Cincinnati, OH: Ohio Partnership for Excellence in Paraprofessional Preparation. Retrieved from

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

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 Researcher Award 2019 from the American Educational Research Association Special Education Research -- Special Interest Group 113 (2019)

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)

Associations and Affiliations

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

Michael Giangreco headshot

Areas of Expertise and/or Research

  • Special 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)


  • (802) 656-1144
Office Location:

Mann Hall 301A

Courses Taught

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