Educational Curriculum Planning for Students with Developmental Disabilities & COACH (Choosing Outcomes & Accommodations for CHildren)

Note: Most recent articles are shared first.

Giangreco, M. F., Ruppar, A. L., Cloninger, C. J., & Iverson, V. S. (in production, 2025). Choosing outcomes and accommodations for children (COACH): A guide to educational planning for students with disabilities (4th edition). Paul H. Brookes.

Garwood, J. D., Peltier, C., Ciullo, S., Wissinger, D., McKenna, J. W., Giangreco, M. F., & Kervick, C. (2023). The experiences of students with disabilities actually doing service learning: A systematic review. Journal of Experiential Education, 46(1), 5-31. https://doi.org/10.1177/10538259221109374

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. G. Tankersley (Eds.), Research-based practices in special education (pp. 260-272). Pearson.

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. https://www.jstor.org/stable/43694177

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). Paul H. Brookes.

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). Paul H. Brookes.

Doyle, M. B., & Giangreco, M. F. (2009). Making presentation software accessible for high school students with intellectual disabilities. Teaching Exceptional Children, 41(3), 24-31. https://doi.org/10.1177/004005990904100303

Giangreco, M. F., & Doyle, M. B. (Eds.). (2007). Quick-guides to inclusion: Ideas for educating students with disabilities (2nd ed.). Paul H. Brookes.

Giangreco, M. F., & Cravedi, L. (2007). Instructional strategies.In M. F. Giangreco & M. B. Doyle (Eds.) Quick-Guides to Inclusion: Ideas for educating students with disabilities (2nd ed., pp. 163-176). Paul H. Brookes. Full text available.

Giangreco, M. F. (2007). Extending inclusive opportunities. Educational Leadership, 64(5), 34-37. Full text available.

Giangreco, M. F. (2001). Interactions among program, placement, and services in educational planning for students with disabilities. Mental Retardation, 39(5), 341-350. https://doi.org/10.1352/0047-6765(2001)039<0341:IAPPAS>2.0.CO;2 

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). Lawrence Erlbaum. https://doi.org/10.4324/9781410602480  

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, 375-396. https://doi.org/10.1080/1034912980450402

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. https://doi.org/10.1080/0156655970440302

Dennis, R., & Giangreco, M. F. (1996). Creating conversation: Reflections on cultural sensitivity in family interviewing. Exceptional Children, 63(1), 103-116. https://doi.org/10.1177/001440299606300109

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). Paul H. Brookes.

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). Paul H. Brookes.

Giangreco, M. F. (1996). Extending the “comfort zone” to include every child. Journal of Early Intervention, 20(3), 206-208. https://doi.org/10.1177/105381519602000303

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 available.

Giangreco, M. F. (1997). Persistent questions about curriculum for students with severe disabilities. Physical Disabilities: Education and Related Services, 15(2), 53-56.

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. https://doi.org/10.1177/154079699502000203

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.

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. https://doi.org/10.1177/074193259401500504

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. https://doi.org/10.1177/154079699301800204

Giangreco, M. F. (1993). Using creative problem-solving methods to include students with severe disabilities in general education classroom activities. Journal of Educational and Psychological Consultation, 4(2), 113-135. https://doi.org/10.1207/s1532768xjepc0402_1

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. https://doi.org/10.1177/001440299305900603

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). Paul H. Brookes.

Giangreco, M. F., Cloninger, C., Mueller, P., Yuan, S., & Ashworth, S. (1991). Perspectives of parents whose children have dual sensory impairments. Journal of the Association for Persons with Severe Handicaps, 16(1), 14-24. https://doi.org/10.1177/154079699101600103

Giangreco, M. F. (1985). Life-long recreation for persons with severe handicaps: An alternative approach to adapted aquatics. Programming Trends in Therapeutic Recreation, 6(1), 29-34.

Giangreco, M. F. (1983). Teaching basic photography skills to a severely handicapped young adult using simulated materials. Journal of the Association for the Severely Handicapped, 8(1), 43-49. https://doi.org/10.1177/154079698300800106

Giangreco, M. F. (1982). Teaching imitation to a profoundly delayed learner through functional tasks. Education and Training of the Mentally Retarded, 17(2), 163-167.