Paraprofessional Support of Students with Disabilities in Inclusion Oriented Schools

Note: Most recent articles are shared first.

Jackson, C. & Giangreco, M. F. (in press, 2025). The inclusive value of teacher assistants: One piece of the puzzle. In U. Sharma, S. Woodcock, & E. Hitches (Eds.), Handbook of inclusive education: A collaborative approach (pp. tbd). Edward Elgar.

Webster, R., & Giangreco, M. F. (in press, 2025). Escaping the whirlpool: A contextualized research agenda for teaching assistants in inclusion-oriented schools. In J. Specht, S. Sider, & K. Maich (Eds.), A research agenda for inclusive education (pp. 25-39). Edward Elgar.

Giangreco, M. F. (2021). Maslow’s hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education, 36(2), 278-293. https://doi.org/10.1080/08856257.2021.1901377

Giangreco, M. F. (2020). Remote use of paraprofessional supports for students with disabilities during the COVID-19 pandemic (version 7). University of Vermont, Center on Disability and Community Inclusion.

Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. In M. Schuelka, C. Johnstone, G. Thomas, & A. Artiles (Eds.), The SAGE handbook on inclusion and diversity in education (pp. 193-207). Sage. https://dx.doi.org/10.4135/9781526470430.n18

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., & 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. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93-106. https://doi.org/10.1017/jse.2013.1

Giangreco, M. F., & Hoza, B. (August, 2013). Are paraprofessional supports helpful? Attention (publication of CHADD:Children and Adults with Attention-Deficit/Hyperactivity Disorder), 20(4), 22-25. Full text available.

Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education, 47(2), 121-132. https://doi.org/10.1177/0022466911419015

Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33(6), 362-373. https://doi.org/10.1177/0741932511413472

Giangreco, M. F., Broer, S. M., & Suter, J. C. (2011). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education, 32(1), 22-38. https://doi.org/10.1177/0741932509355951

Giangreco, M. F. (2010). Utilization of teacher assistants in inclusive schools: Is it the kind of help that helping is all about? European Journal of Special Needs Education, 25(4), 341-345. https://doi.org/10.1080/08856257.2010.513537

Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities, 48(1), 1-13. https://doi.org/10.1352/1934-9556-48.1.1

Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20(1), 41-57. https://doi.org/10.1080/10474410903535356

Giangreco, M. F. (2009). Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals. Council for Exceptional Children, Division on Autism and Developmental Disabilities. Full text available.

Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43(2), 81-93. https://doi.org/10.1177/0022466907313353

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., & Broer, S. M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22(3), 149-158. https://doi.org/10.1177/10883576070220030201

Causton-Theoharis, J., Giangreco, M. F., Doyle, M. B., & Vadasy, P. F. (2007). Paraprofessionals: The “sous chefs” of literacy instruction. Teaching Exceptional Children, 40(1), 57-62. https://doi.org/10.1177/004005990704000107

Giangreco, M. F., & Doyle, M. B. (2007). Teacher assistants in inclusive schools. In L. Florian (Ed.), The SAGE handbook of special education (pp. 429-439). Sage. http://dx.doi.org/10.4135/9781848607989.n33

Giangreco, M. F., Smith, C. S., & Pinckney, E. (2006). Addressing the paraprofessional dilemma in an inclusive school: A program description. Research and Practice for Persons with Severe Disabilities, 31(3), 215-229. https://doi.org/10.1177/154079690603100302

Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional supports. Exceptional Children, 71(4), 415-430. https://doi.org/10.1177/001440290507100401

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. https://doi.org/10.1177/10883576050200010201

Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). “Be careful what you wish for…”: Five reasons to be concerned about the assignment of individual paraprofessionals. Teaching Exceptional Children, 37(5), 28-34. https://doi.org/10.1177/004005990503700504

Giangreco, M. F., Halvorsen, A. T., 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., & Doyle, M. B. (2004). Directing paraprofessional work. In C. H. Kennedy & E. M. Horn (Eds.), Including students with severe disabilities (pp. 185-204). Allyn & Bacon.

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

Giangreco, M. F., & Broer, S. M. (2003). Guidelines for selecting alternatives to overreliance on paraprofessionals. Center on Disability and Community Inclusion, University of Vermont.

Giangreco, M. F., & Broer, S. M. (March/April 2003). The paraprofessional conundrum: Why we need alternative support strategies. TASH Connections Newsletter, 29 (3/4), 22-23. Full text available.

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70(1), 63-79. https://doi.org/10.1177/001440290307000104

Giangreco, M. F., Backus, L., CichoskiKelly, E., Sherman, P., & Mavropoulos, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field-test data. Rural Special Education Quarterly, 22(1), 17-27. https://doi.org/10.1177/875687050302200104

Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2002). Schoolwide planning to improve paraeducator supports: A pilot study. Rural Special Education Quarterly, 21(1), 3-15. https://doi.org/10.1177/875687050202100102

Giangreco, M. F., & Doyle, M. B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34(7), 1-12. https://doi.org/10.17161/foec.v34i7.6790

Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2002). “That was then, this is now!” Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10(1), 47-64. https://doi.org/10.1207/S15327035EX1001_4

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(1), 45-63. https://doi.org/10.1177/001440290106800103

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. https://doi.org/10.2511/rpsd.26.2.75

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67(4), 485-498. https://doi.org/10.1177/001440290106700404

Giangreco, M. F., Edelman, S., & Broer, S. (June 2001). A guide to schoolwide planning for paraeducator supports. University of Vermont, Center on Disability and Community Inclusion. Full text available.

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., 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