{"id":568,"date":"2024-08-13T13:23:29","date_gmt":"2024-08-13T13:23:29","guid":{"rendered":"https:\/\/cdci.w3.uvm.edu\/blog\/?page_id=568"},"modified":"2025-06-09T11:00:23","modified_gmt":"2025-06-09T15:00:23","slug":"evolve-plus-paraprofessional-support-of-students-with-disabilities","status":"publish","type":"page","link":"https:\/\/cdci.w3.uvm.edu\/blog\/services\/completed-cdci-projects\/evolve-plus\/evolve-plus-paraprofessional-support-of-students-with-disabilities\/","title":{"rendered":"Paraprofessional Support of Students with Disabilities in Inclusion Oriented Schools"},"content":{"rendered":"\n

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

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<\/em> (pp. tbd). Edward Elgar.<\/p>\n\n\n\n

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<\/em> (pp. 25-39). Edward Elgar.<\/p>\n\n\n\n

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

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.<\/p>\n\n\n\n

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<\/em> (pp. 193-207). <\/em>Sage. https:\/\/dx.doi.org\/10.4135\/9781526470430.n18<\/a><\/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., & 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. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37<\/em>(2), 93-106. https:\/\/doi.org\/10.1017\/jse.2013.1<\/a><\/p>\n\n\n\n

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

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

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<\/em>(6), 362-373. https:\/\/doi.org\/10.1177\/0741932511413472<\/a><\/p>\n\n\n\n

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<\/em>(1), 22-38. https:\/\/doi.org\/10.1177\/0741932509355951<\/a><\/p>\n\n\n\n

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<\/em>(4), 341-345. https:\/\/doi.org\/10.1080\/08856257.2010.513537<\/a><\/p>\n\n\n\n

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

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<\/em>(1), 41-57. https:\/\/doi.org\/10.1080\/10474410903535356<\/a><\/p>\n\n\n\n

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

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<\/em>, 43<\/em>(2), 81-93. https:\/\/doi.org\/10.1177\/0022466907313353<\/a><\/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., & Broer, S. M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22<\/em>(3), 149-158. https:\/\/doi.org\/10.1177\/10883576070220030201<\/a><\/p>\n\n\n\n

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

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

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<\/em>, 31<\/em>(3), 215-229. https:\/\/doi.org\/10.1177\/154079690603100302<\/a><\/p>\n\n\n\n

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

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<\/em>(1), 10-26. https:\/\/doi.org\/10.1177\/10883576050200010201<\/a><\/p>\n\n\n\n

Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). “Be careful what you wish for\u2026”: Five reasons to be concerned about the assignment of individual paraprofessionals. Teaching Exceptional Children, 37<\/em>(5), 28-34. https:\/\/doi.org\/10.1177\/004005990503700504<\/a><\/strong><\/p>\n\n\n\n

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<\/em>(2), 82-90.<\/p>\n\n\n\n

Giangreco, M. F., & Doyle, M. B. (2004). Directing paraprofessional work. In C. H. Kennedy & E. M. Horn (Eds.), Including students with severe disabilities <\/em>(pp. 185-204). Allyn & Bacon.<\/p>\n\n\n\n

Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61<\/em>(2), 50-53. Full text available<\/a>.<\/p>\n\n\n\n

Giangreco, M. F., & Broer, S. M. (2003). Guidelines for selecting alternatives to overreliance on paraprofessionals.<\/em> Center on Disability and Community Inclusion, University of Vermont.<\/p>\n\n\n\n

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

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

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<\/em>(1), 17-27. https:\/\/doi.org\/10.1177\/875687050302200104<\/a><\/p>\n\n\n\n

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

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

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<\/em>(1), 47-64. https:\/\/doi.org\/10.1207\/S15327035EX1001_4<\/a><\/p>\n\n\n\n

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<\/em>(1), 45-63. https:\/\/doi.org\/10.1177\/001440290106800103<\/a><\/p>\n\n\n\n

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<\/em>(2), <\/em>75-86. https:\/\/doi.org\/10.2511\/rpsd.26.2.75<\/a><\/p>\n\n\n\n

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

Giangreco, M. F., Edelman, S., & Broer, S. (June 2001). A guide to schoolwide planning for paraeducator supports.<\/em> University of Vermont, Center on Disability and Community Inclusion. Full text available<\/a>.<\/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., 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","protected":false},"excerpt":{"rendered":"

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. 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