Michael F. Giangreco
Michael F. Giangreco
University of Vermont, University Distinguished Professor Emeritus of Special Education
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I've Counted Jon: Transformational experiences of teachers educating students with disabilities
MF Giangreco, R Dennis, C Cloninger, S Edelman, R Schattman
Exceptional Children 59 (4), 359-372, 1993
Helping or hovering? Effects of instructional assistant proximity on students with disabilities
MF Giangreco, SW Edelman, TE Luiselli, SZC MacFarland
Exceptional Children 64 (1), 7-18, 1997
Paraprofessional support of students with disabilities: Literature from the past decade
MF Giangreco, SW Edelman, SM Broer, MB Doyle
Exceptional Children 68 (1), 45-63, 2001
Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes?
MF Giangreco, SM Broer
Focus on Autism and Other Developmental Disabilities 20 (1), 10-26, 2005
Choosing Outcomes & Accommodations for CHildren: A guide to educational planning for students with disabilities
MF Giangreco, CJ Cloninger, VS Iverson
Paul H Brookes, 2011
Paraprofessionals in inclusive schools: A review of recent research
MF Giangreco, JC Suter, MB Doyle
Journal of educational and psychological consultation 20 (1), 41-57, 2010
Perspectives of students with intellectual disabilities about their experiences with paraprofessional support
SM Broer, MB Doyle, MF Giangreco
Exceptional Children 71 (4), 415-430, 2005
Outcomes of interactions with peers with moderate or severe disabilities: A statewide survey of high school students
E Helmsetter, СA Peck, MF Giangreco
Journal of the Association for Persons with Severe Handicaps 19, 263-276, 1994
One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong?
MF Giangreco
Intellectual & Developmental Disabilities 48 (1), 1-13, 2010
"Be careful what you wish for...": Five reasons to be concerned about the assignment of individual paraprofessionals
MF Giangreco, S Yuan, B McKenzie, P Cameron, J Fialka
Teaching Exceptional Children 37 (5), 28-34, 2005
Quality of life as context for planning and evaluation of services for people with disabilities
RE Dennis, W Williams, MF Giangreco, CJ Cloninger
Exceptional Children 59 (6), 499-512, 1993
Supporting the education of students with severe disabilities in regular education environments
MF Giangreco, JW Putnam
Critical issues in the lives of people with severe disabilities, 245-270, 1991
Teacher assistant supports in inclusive schools: Research, practices and alternatives
MF Giangreco
Australasian Journal of Special Education 37 (2), 93-106, 2013
Working with paraprofessionals
MF Giangreco
Educational Leadership 61 (2), 50-54, 2003
Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture
MF Giangreco
International Journal of Disability, Development and Education 44 (3), 193-206, 1997
Teacher engagement with students with disabilities: Differences between paraprofessional service delivery models
MF Giangreco, SM Broer, SW Edelman
Journal of the Association for Persons with Severe Handicaps 26 (2), 75-86, 2001
Respect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities
MF Giangreco, SW Edelman, SM Broer
Exceptional Children 67, 485-498, 2001
Teacher assistants in inclusive schools
MF Giangreco, MB Doyle
The Sage Handbook of Special Education, 2007
Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools
JC Suter, MF Giangreco
The Journal of Special Education 43 (2), 81-93, 2009
"That was then, this is now!" Paraprofessional supports for students with disabilities in general education classrooms
MF Giangreco, SM Broer, SW Edelman
Exceptionality 10 (1), 47-64, 2002
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