EVOLVE Plus: Educational Curriculum Planning and “COACH”
- 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). Boston: Pearson.
- 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.
- Giangreco. M. F., Suter, J. C., & Graf, V. (2011). Roles of team members supporting students with disabilities in inclusive classrooms. In M. F. Giangreco, C. J. Cloninger & V. S. Iverson, Choosing outcomes and accommodations for children: A guide to educational planning for students with disabilities (3rd. ed., pp. 197-204). Baltimore: Paul H. Brookes Publishing.
- Doyle. M.B. & Giangreco, M.F. (2009). Making presentation software accessible for high school students with moderate and severe intellectual disabilities. Teaching Exceptional Children, 41(3), 24-31. Full Text: Making presentation software accessible for high school students with moderate and severe intellectual disabilities (PDF). Posted with the permission of the Council for Exceptional Children.
- Giangreco, M. F., & Doyle, M. B. (Eds.) (2007). Quick-Guides to Inclusion: Ideas for educating students with disabilities (2nd ed.). Baltimore: Paul H. Brookes.
- Giangreco, M. F. (2007). Extending inclusive opportunities. Educational Leadership, 64(5), 34-37. Full Text: Extending inclusive opportunities (PDF). Posted with permission of ASCD and the copyright holder, M. F. Giangreco.
- Giangreco, M. F. (2002). Quick-guides to inclusion 3: Ideas for educating students with disabilities. Baltimore: Paul H. Brookes Publishing.
- Giangreco, M. F. (2001). Guidelines for making decisions about I.E.P. services. Montpelier, VT: Vermont Department of Education. Full Text: Guidelines for making decisions about I.E.P. services (PDF).
- Giangreco, M. F. (2001). Interactions among program, placement, and services in educational planning for students with disabilities. Mental Retardation, 39(5), 341-350. Full Text: Interactions among program, placement, and services in educational planning for students with disabilities (PDF). Posted with permission from the American Association on Intellectual and Developmental Disabilities.
- 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 (Volume 1) (pp. 51-69). Hillsdale, NJ: Lawrence Erlbaum. Full Text: Curricular and instructional considerations for teaching students with disabilities in general education classrooms (PDF).
- Giangreco, M. F., Whiteford, T., Whiteford, L., & Doyle, M. B. (1998). Planning for Andrew: A case study of COACH and VISTA use in an Inclusive Early Childhood Program. International Journal of Disability, Development and Education, 45(4), 375-396. Full Text: Planning for Andrew: A case study of COACH and VISTA use in an Inclusive Early Childhood Program (PDF).
- 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. Student Record forms available.
- Giangreco, M. F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development and Education, 44(3), 193-206. Full Text: Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture (PDF). Posted with permission of IJDDE.
- Giangreco, M. F. (1997). Persistent questions about curriculum for students with severe disabilities. Physical Disabilities: Education and Related Services, 15(2), 53-56.
- Dennis, R., & Giangreco, M. F. (1996). Creating conversation: Reflections on cultural sensitivity in family interviewing. Exceptional Children, 63, 103-116. Full Text: Creating conversation: Reflections on cultural sensitivity in family interviewing (PDF). Posted with permission of the Council for Exceptional Children.
- Hull, K., Capone, A., Giangreco, M. F., & Ross-Allen, J. (1996). Through their eyes: Creating functional child sensitive, individualized education plans. In R. McWilliam (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 103-119). Baltimore: Paul H. Brookes. Full Text: Through their eyes: Creating functional child sensitive, individualized education plans (PDF).
- Giangreco, M. F. (1996). Choosing options and accommodations for children (COACH): Curriculum planning for students with disabilities in general education classrooms. In W. Stainback & S. Stainback (Eds.), Inclusion: A guide for educators. (pp. 237-254). Baltimore: Paul H. Brookes. Full Text: Choosing options and accommodations for children (COACH): Curriculum planning for students with disabilities in general education classrooms (PDF).
- Giangreco, M. F. (1996). Extending the “comfort zone” to include every child. Journal of Early Intervention, 20(3), 206-208. Full Text: Extending the “comfort zone” to include every child (PDF).
- Giangreco, M. F. (1996). “What do I do now?!” A teacher’s guide to including students with disabilities. Educational Leadership, 53(5), 56-59. Full Text: “What do I do now?!” A teacher’s guide to including students with disabilities (PDF).
- Giangreco, M. F., Edelman, S., Dennis, R., & Cloninger, C. J. (1995). Use and impact of COACH with students who are deaf-blind. Journal of the Association for Persons with Severe Handicaps, 20(2), 121-135. Full Text: Use and impact of COACH with students who are deaf-blind (PDF). Posted with permission of TASH.
- Edelman, S., Knutson, J., Osborn, D., & Giangreco, M. F. (1995). Heidi’s inclusion in junior high: Transition and educational planning for a student with deaf-blindness. Deaf-Blind Perspectives 2(3), 1-6. Full Text: Heidi’s inclusion in junior high: Transition and educational planning for a student with deaf-blindness (PDF).
- 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. Full Text: Dressing your IEPs for the general education climate: Analysis of IEP goals and objectives for students with multiple disabilities (PDF).
- Giangreco, M. F., Cloninger, C. J., Dennis, R. E., & Edelman, S. W. (1993). National expert validation of COACH: Congruence with exemplary practice and suggestions for improvement. Journal of the Association for Persons with Severe Handicaps, 18(2), 109-120. Full Text: National expert validation of COACH: Congruence with exemplary practice and suggestions for improvement (PDF). Posted with permission of TASH.
- Dennis, R. E., Williams, W., Giangreco, M. F. , & Cloninger, C. J. (1993). Quality of life as a context for planning and evaluation of services for people with disabilities. Exceptional Children, 59(6), 499-512. Full Text: Quality of life as a context for planning and evaluation of services for people with disabilities (PDF).
- Giangreco, M. F., Cloninger, C., & Iverson, V. (1993). Choosing options and accommodations for children: A guide to planning inclusive education. Baltimore: Paul H. Brookes. (out of print)
- Giangreco, M. F. (1992). Curriculum in inclusion-oriented schools: Trends, issues, challenges, and potential solutions. In S. Stainback & W. Stainback (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all students (pp. 239-263). Baltimore, MD: Paul H. Brookes. Full Text: Curriculum in inclusion-oriented schools: Trends, issues, challenges, and potential solutions (PDF).
- Giangreco, M. F., Cloninger, C., Mueller, P., Yuan, S., & Ashworth, S. (1991). Perspectives of parents whose children have dual sensory impairments. Journal of Association for Persons with Severe Handicaps, 16(1), 14-24. Full Text: Perspectives of parents whose children have dual sensory impairments (PDF). Posted with permission of TASH.