{"id":566,"date":"2024-08-13T13:22:47","date_gmt":"2024-08-13T13:22:47","guid":{"rendered":"https:\/\/cdci.w3.uvm.edu\/blog\/?page_id=566"},"modified":"2025-05-22T09:48:19","modified_gmt":"2025-05-22T13:48:19","slug":"evolve-plus-inclusion-in-general-education","status":"publish","type":"page","link":"https:\/\/cdci.w3.uvm.edu\/blog\/services\/completed-cdci-projects\/evolve-plus\/evolve-plus-inclusion-in-general-education\/","title":{"rendered":"Inclusion of Students with Disabilities in General Education Classrooms"},"content":{"rendered":"\n

Note<\/em><\/strong>: Most recent articles are shared first. <\/p>\n\n\n\n

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 <\/em>(pp. 31-41). Artetetra Edizioni. Full text available<\/a>.<\/p>\n\n\n\n

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<\/em>(1), 73-85. https:\/\/doi.org\/10.1177\/07419325211063610<\/a> <\/p>\n\n\n\n

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<\/em>, 41<\/em>(1), 25-38 https:\/\/doi.org\/10.1177\/87568705211052497<\/a><\/p>\n\n\n\n

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<\/em>(1), 23-27. https:\/\/doi.org\/10.1177\/1540796919892733<\/a><\/p>\n\n\n\n

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 <\/em>(9th ed., pp. 1-27). Pearson.<\/p>\n\n\n\n

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<\/em>(6), 341-351. https:\/\/doi.org\/10.1177\/0741932519865617<\/a><\/p>\n\n\n\n

Giangreco, M. F. (2017). Including students with developmental disabilities: Simple, not easy. In S. Danforth (Ed.). Becoming a great inclusive educator <\/em>(2nd ed., pp. 341-351): Peter Lang. https:\/\/doi.org\/10.3726\/b11150<\/a><\/p>\n\n\n\n

Giangreco, M. F. (2017). Expanding opportunities for students with intellectual disability. Educational Leadership, 74<\/em>(7), 52-57. Full text available<\/a>. <\/p>\n\n\n\n

Giangreco, M. F. (2015). Mapping an inclusive school service delivery model (version 1.2)<\/em> [interactive media file]. Burlington, VT: University of Vermont. Full text available<\/a>.<\/p>\n\n\n\n

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<\/em> (pp. 3-15). Peter Lang. https:\/\/www.jstor.org\/stable\/45177529<\/a><\/p>\n\n\n\n

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

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

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<\/em> (Ciclo Evolutivo e Disabilit\u00e1), 17<\/em>(1), 119-136. Full text available<\/a>.<\/p>\n\n\n\n

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<\/em>(1), 57-72. https:\/\/www.jstor.org\/stable\/43694177<\/a><\/p>\n\n\n\n

Giangreco, M. F., Doyle, M. B., & Lucangeli, D. (2012). Educare gli alumni con disabilit\u00e0 in classi regolari. <\/em>[Educating students with disabilities in regular classes]. Psicologia e Scuola: Giornale Italiano di Psicologia dell’Educazione e Pedagogia Sperimentale<\/em> [Psychology and School: Italian Journal of Educational Psychology and Experimental Pedagogy<\/em>], 32<\/em>(20), 39-46.<\/em> Full text available<\/a>. <\/p>\n\n\n\n

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<\/em> (Ciclo Evolutivo e Disabilit\u00e1), 15<\/em>(1), 97-123. Full text available<\/a>.<\/p>\n\n\n\n

Giangreco, M. F., & Doyle, M. B. (2012). Integrazione scolastica in Italy: A compilation of English-language resources. International Journal of Whole Schooling, 8<\/em>(1), 63-105. Full text available<\/a>.<\/p>\n\n\n\n

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<\/em> (pp. 247-263). Routledge.<\/p>\n\n\n\n

Giangreco, M. F. (2009). Opportunities for children and youth with intellectual developmental disabilities: Beyond genetics. Life Span and Disability: An Interdisciplinary Journal<\/em> (Ciclo Evolutivo e Disabilit\u00e1), 12<\/em>(2), 129-139.<\/em> Full text available<\/a>. <\/strong><\/p>\n\n\n\n

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<\/em>(1), 53-56. https:\/\/doi.org\/10.1352\/2009.47:53-56<\/a><\/strong><\/p>\n\n\n\n

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

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

Giangreco, M. F. (2007). Extending inclusive opportunities. Educational Leadership, 64<\/em>(5), 34-37. Full text available<\/a>.<\/p>\n\n\n\n

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

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

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<\/em> (pp. 51-69). <\/em>Lawrence Erlbaum. https:\/\/doi.org\/10.4324\/9781410602480 <\/a> <\/strong><\/p>\n\n\n\n

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<\/em>(4), 281-291. https:\/\/doi.org\/10.2511\/rpsd.24.4.281<\/a><\/p>\n\n\n\n

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<\/em>(3), 21-23. Full text available<\/a>.<\/p>\n\n\n\n

Giangreco, M. F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development and Education<\/em>, 44<\/em>(3), 193-206. https:\/\/doi.org\/10.1080\/0156655970440302<\/a><\/p>\n\n\n\n

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<\/em>(1), 7-18. https:\/\/doi.org\/10.1177\/001440299706400101<\/a><\/p>\n\n\n\n

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

Giangreco, M. F. (1996). “What do I do now?!” A teacher’s guide to including students with disabilities. Educational Leadership, 53<\/em>(5), 56-59. Full text available<\/a>.<\/p>\n\n\n\n

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

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 <\/em>(pp. 97-132). <\/em>National Council on Disability. Full text available<\/a>.<\/p>\n\n\n\n

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

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

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<\/em>(4), 263-276. https:\/\/doi.org\/10.1177\/154079699401900403<\/a><\/p>\n\n\n\n

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<\/em>, 59<\/em>(4), 359-372. https:\/\/doi.org\/10.1177\/001440299305900408<\/a> <\/p>\n\n\n\n

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<\/em>(1), 77-91.<\/p>\n\n\n\n

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<\/em> (pp. 245-270). Paul H. Brookes.<\/p>\n\n\n\n

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,<\/em> 12<\/em>(4), 139-147. https:\/\/doi.org\/10.1177\/088840648901200402<\/a><\/p>\n\n\n\n

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 <\/em>(pp. 241-267). National Association of School Psychologists.<\/p>\n","protected":false},"excerpt":{"rendered":"

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