Michael Giangreco, PhD

Center on Disability and Community Inclusion
College of Education and Social Services
The UCEDD of Vermont/University of Vermont
Mann Hall - 3rd Floor
208 Colchester Avenue
Burlington, VT 05405-1757
 
Phone: 802-656-1144
Email: Michael.Giangreco@uvm.edu
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Last Updated: September 21, 2017

Michael Giangreco
 

Project/Program/Clinic Contacts: Project EVOLVE: Expanding and Validating Options for Learning through Variations in Education
 
Discipline(s): Education/Special Education
Research
 
AUCD Council Membership: No Council Membership
 
Research: Inclusive Education, Service Delivery, Paraprofessionals
Education: Teacher Preparation
Service: Serving on 7 professional journal editorial boards.

Vita/Bio

Michael F. Giangreco, Ph.D., is a Professor of Education at the University of Vermont (UVM) and serves as the Research and Evaluation Coordinator for the Center on Disability and Community Inclusion. Prior to joining the faculty at UVM in 1988 he spent 13 years serving a variety of capacities (e.g., community residence counselor with adults with disabilities, special education teacher, special education administrator). His work focuses on various aspects of education for students with disabilities within general education classrooms such as curriculum planning and adaptation, related services decision-making and coordination, and most recently paraprofessional issues.

 

Education

Syracuse University, Ph.D., 5/89
University of Virginia, Ed.S., 1/83
University of Vermont, M.Ed., 3/81
State University of New York/College at Buffalo, B.S. Ed., 12/77

Current (Primary) Assignment

Director & Principal Investigator of a federally-funded model demonstration project (Project EVOLVE) addressing alternatives to over reliance on paraprofessional support of students with disabilities in general education (10/02 - 9/06)

Previous Assignments & Positions

Continuously, since 1988, I have: (a) directed a series of U.S. Dept. Education/OSEP grants; (b) had university teaching responsibilities; and (c) served as presenter and consultant locally, regionally, nationally, and internationally. From 1975-1988 I worked in a variety of capacities in the disability field (e.g., community residence counselor, special education teacher, special education school administrator).

Editorial Board Service

I currently serve on 7 editorial boards for professional journals (Exceptional Children; Research & Practice in Severe Disabilities; Remedial & Special Education; Focus on Autism & Other Developmental Disabilities; Intellectual and Developmental Disabilities; Journal of Special Education; Teacher Education and Special Education). Previously or guest reviewed for several others.

Selected Publications
**Arranged most recent first

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.

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.

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.

Giangreco, M.F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-53.

Giangreco, M.F., Edelman, S.W., & Broer, S.M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70(1), 63-79.

Giangreco, M.F. (2001). Interactions among program, placement, and services in educational planning for students with disabilities. Mental Retardation, 39, 341-350.

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.

Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2001). Teacher engagement with students with disabilities: Differences between paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26(2), 75-86.

Giangreco, M.F. (2000). Related services research for students with low incidence disabilities: Implications for speech-language pathologists in inclusive classrooms. Language, Speech, and Hearing Services in the Schools, 31(3), 230-239.

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 (pp. 51-69). Hillsdale, NJ: Lawrence Erlbaum.

Giangreco, M.F., Cloninger, C.J., & Iverson, V.S. (1998). Choosing outcomes and accommodations for children (COACH): A guide to educational planning for students with disabilities (2nd edition). Baltimore: Paul H. Brookes Publishing.

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.

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

Giangreco, M.F. (1995). Related services decision-making: A foundational component of effective education for students with disabilities. Physical and Occupational Therapy in Pediatrics, 15(2), 47-67.

Giangreco, M.F., Dennis, R., Edelman, S., & Cloninger, C. (1994). Dressing your IEPs for the general education climate: Analysis of IEP goals and objectives for students with multiple disabilities. Remedial and Special Education, 15(5), 288-296.

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.

Giangreco, M.F., Edelman, S., & Dennis, R. (1991). Common professional practices that interfere with the integrated delivery of related services. Remedial and Special Education, 12(2), 16-24.