Inclusion of Students with Disabilities in General Education Classrooms

Note: Most recent articles are shared first.

Giangreco, M. F. (2023). Revisiting the synergy among values, logical practices, and research: The three musketeers of effective inclusive education. In N. Guatelli (Ed.), Paths of inclusion: Philosophical, political, legal, pedagogical, and methodological reflections (pp. 31-41). Artetetra Edizioni. Full text available.

Giangreco, M. F., Pennington, R. C., & Walker, V. L. (2023). Conceptualizing and utilizing Board Certified Behavior Analysts as related services providers in inclusion-oriented schools. Remedial and Special Education, 44(1), 73-85. https://doi.org/10.1177/07419325211063610

Haines, S. J., Giangreco, M. F., Shepherd, K. G., Suter, J. C., & Moore, M. (2022). Examination and redesign of inclusive special education service delivery in a rural school. Rural Special Education Quarterly, 41(1), 25-38 https://doi.org/10.1177/87568705211052497

Giangreco, M. F. (2020). “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), 23-27. https://doi.org/10.1177/1540796919892733

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). Pearson.

Suter, J. C., Giangreco, M. F., & Bruhl, S. A. D. (2020). Special education personnel absences in inclusion-oriented schools:Implications for building effective service delivery models. Remedial and Special Education, 41(6), 341-351. https://doi.org/10.1177/0741932519865617

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): Peter Lang. https://doi.org/10.3726/b11150

Giangreco, M. F. (2017). Expanding opportunities for students with intellectual disability. Educational Leadership, 74(7), 52-57. Full text available.

Giangreco, M. F. (2015). Mapping an inclusive school service delivery model (version 1.2) [interactive media file]. Burlington, VT: University of Vermont. Full text available.

Giangreco, M. F. (2015). Crisscrossing from classrooms to cartoons: Social science satire. In C. Gerstl-Pepin & C. Reyes (Eds.), Reimagining the public intellectual in education: Making scholarship matter (pp. 3-15). Peter Lang. https://www.jstor.org/stable/45177529

Giangreco, M. F., & Doyle, M. B. (2015). Italy presses forward in educating students with learning disabilities. Phi Delta Kappan, 97(3), 23-28. https://doi.org/10.1177/0031721715614824

Giangreco, M. F., & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion, 3(3), 112-131. https://doi.org/10.1352/2326-6988-3.3.112 

Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Italian and American progress toward inclusive education:Common concerns and future directions. Life Span and Disability: An Interdisciplinary Journal (Ciclo Evolutivo e Disabilitá), 17(1), 119-136. Full text available.

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., Doyle, M. B., & Lucangeli, D. (2012). Educare gli alumni con disabilità in classi regolari. [Educating students with disabilities in regular classes]. Psicologia e Scuola: Giornale Italiano di Psicologia dell’Educazione e Pedagogia Sperimentale [Psychology and School: Italian Journal of Educational Psychology and Experimental Pedagogy], 32(20), 39-46. Full text available.

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 Disabilitá), 15(1), 97-123. Full text available.

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. Full text available.

Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms: Personnel and peers. In R. Rose (Ed.), Confronting obstacles to inclusion: International responses to developing inclusive schools (pp. 247-263). Routledge.

Giangreco, M. F. (2009). Opportunities for children and youth with intellectual developmental disabilities: Beyond genetics. Life Span and Disability: An Interdisciplinary Journal (Ciclo Evolutivo e Disabilitá), 12(2), 129-139. Full text available.

Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 47(1), 53-56. https://doi.org/10.1352/2009.47:53-56

(2010) Correction to Giangreco, Hurley, and Suter (2009). Intellectual and Developmental Disabilities: null., 48(1), ii. https://doi.org/10.1352/1934-9556-48.1.ii

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

Giangreco, M. F. (2003). Moving toward inclusive education. In W. L. Heward, Exceptional children: An introduction to special education (7th ed., pp. 78-79). Merrill, an imprint of Prentice Hall.

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., Broer, S. M., & Edelman, S. W. (1999). The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings. Journal of the Association for Persons with Severe Handicaps, 24(4), 281-291. https://doi.org/10.2511/rpsd.24.4.281

Giangreco, M. F., CichoskiKelly, E., Backus, L., Edelman, S. W., Tucker, P., Broer, S., & CichoskiKelly, C., & Spinney, P. (March, 1999). Developing a shared understanding: Paraeducator supports for students with disabilities in general education. TASH Newsletter, 25(3), 21-23. Full text 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. https://doi.org/10.1080/0156655970440302

Giangreco, M. F., Edelman, S. W., 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. https://doi.org/10.1177/001440299706400101

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.

Baumgart, D., & Giangreco, M. (1996). Key lessons learned about inclusion. In D. Lehr & F. Brown (Eds.), People with disabilities who challenge the system (pp. 79-97). Paul H. Brookes.

Giangreco, M. F. & Snell, M. E. (1996). Severe and multiple disabilities. In R. Turnbull & A. Turnbull (Eds.), Improving the implementation of the individuals with disabilities education act: Making schools work for all of America’s children (pp. 97-132). National Council on Disability. Full text available.

Cloninger, C. J., & Giangreco, M. F. (1995). Including students with deaf-blindness in general education classes. Journal of Visual Impairment and Blindness, 89(3), 262-266. https://doi.org/10.1177/0145482×9508900312

Giangreco, M. F., Baumgart, D., & Doyle, M. B. (1995). How inclusion can facilitate teaching and learning. Intervention in School and Clinic, 30(5), 273-278. https://doi.org/10.1177/105345129503000504

Helmstetter, E., Peck, C., & Giangreco, M. F. (1994). Outcomes of interactions with peers with moderate or severe disabilities: A statewide survey of high school students. Journal of the Association for Persons with Severe Handicaps, 19(4), 263-276. https://doi.org/10.1177/154079699401900403

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. https://doi.org/10.1177/001440299305900408 

Giangreco, M. F., Edelman, S., Cloninger, C., & Dennis, R. (1993). My child has a classmate with severe disabilities: What parents of nondisabled children think about full inclusion. Developmental Disabilities Bulletin, 21(1), 77-91.

Giangreco, M. F., Putnam, J. (1991). Supporting the education of students with severe disabilities in regular education environments. In L. H. Meyer, C. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 245-270). Paul H. Brookes.

Giangreco, M. F. (1989). Facilitating integration of students with severe disabilities: Implications of the principle of “Planned Change” for teacher preparation programs. Teacher Education & Special Education, 12(4), 139-147. https://doi.org/10.1177/088840648901200402

Giangreco, M. F., & Meyer, L. H. (1988). Expanding service delivery options in regular schools and classrooms for students with severe disabilities. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 241-267). National Association of School Psychologists.