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Michael F. Giangreco

Michael F. Giangreco

D-Index & Metrics

Social Sciences and Humanities

D-Index
43
Citations
8040
World Ranking
4419
National Ranking
2109

Overview

Michael F. Giangreco is affiliated with the University of Vermont in the United States and conducts research primarily within the social sciences and psychology fields. Their scholarly output spans various subfields, including education, safety research, clinical psychology, sociology and political science, as well as developmental and educational psychology.

Their research topics are concentrated in the areas of disability education and employment, collaborative teaching and inclusion, family and disability support research, teacher education and leadership studies, inclusion and disability in education and sport, behavioral and psychological studies, and autism spectrum disorder research.

Michael F. Giangreco has published in several journals, with notable venues including:

  • European Journal of Special Needs Education
  • Rural Special Education Quarterly
  • Journal of Experiential Education
  • Remedial and Special Education
  • The Journal of Special Education

Their recent papers include:

  • Maslow's Hammer: teacher assistant research and inclusive practices at a crossroads (2021) in European Journal of Special Needs Education
  • Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools (2021) in Remedial and Special Education
  • Special Education Google Scholar Metrics to Facilitate Career Development and Advance Impact (2023) in The Journal of Special Education

Michael F. Giangreco often collaborates with other researchers in their field. Frequent co-authors include:

  • Jesse C. Suter
  • Shana J. Haines
  • Katharine G. Shepherd
  • Mika Moore
  • Justin D. Garwood

Best Publications

  • “I've Counted Jon”: Transformational Experiences of Teachers Educating Students with Disabilities

    Michael F. Giangreco;Ruth Dennis;Chigee Cloninger;Susan Edelman

  • Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities:

    Michael F. Giangreco;Susan W. Edelman;Tracy Evans Luiselli;Stephanie Z. C. MacFarland

  • Paraprofessional Support of Students with Disabilities: Literature from the past Decade:

    Michael F. Giangreco;Susan W. Edelman;Stephen M. Broer;Mary Beth Doyle

  • Questionable Utilization of Paraprofessionals in Inclusive Schools: Are We Addressing Symptoms or Causes?

    Michael F. Giangreco;Stephen M. Broer

  • Paraprofessionals in Inclusive Schools: A Review of Recent Research

    Michael F. Giangreco;Jesse C. Suter;Mary Beth Doyle

  • Perspectives of Students with Intellectual Disabilities about Their Experiences with Paraprofessional Support

    Stephen M. Broer;Mary Beth Doyle;Michael F. Giangreco

  • Outcomes of Interactions with Peers with Moderate or Severe Disabilities: A Statewide Survey of High School Students:

    Edwin Helmstetter;Charles A. Peck;Michael F. Giangreco

  • One-to-one paraprofessionals for students with disabilities in inclusive classrooms: is conventional wisdom wrong?

    Michael F. Giangreco

  • Quality of Life as Context for Planning and Evaluation of Services for People with Disabilities

    Ruth E. Dennis;Wes Williams;Michael F. Giangreco;Chigee J. Cloninger

  • Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives.

    Michael F Giangreco

  • Teacher Engagement with Students with Disabilities: Differences between Paraprofessional Service Delivery Models.

    Michael F. Giangreco;Stephen M. Broer;Susan W. Edelman

  • Teacher assistants in inclusive schools

    Michael F. Giangreco;Mary Beth Doyle

  • Respect, Appreciation, and Acknowledgment of Paraprofessionals Who Support Students with Disabilities

    Michael F. Giangreco;Susan W. Edelman;Stephen M. Broer

  • Key Lessons Learned About Inclusive Education: summary of the 1996 Schonell Memorial Lecture

    Michael F. Giangreco

  • Numbers That Count Exploring Special Education and Paraprofessional Service Delivery in Inclusion-Oriented Schools

    Jesse C. Suter;Michael F. Giangreco

  • "That Was Then, This Is Now!" Paraprofessional Supports for Students With Disabilities in General Education Classrooms

    Michael F. Giangreco;Stephen M. Broer;Susan W. Edelman

  • Students with Disabilities and Paraprofessional Supports: Benefits, Balance, and Band-Aids.

    Michael F. Giangreco;Mary Beth Doyle

  • “Be Careful What You Wish for …”: Five Reasons to be concerned about the Assignment of Individual Paraprofessionals

    Unknown

  • The Tip of the Iceberg: Determining Whether Paraprofessional Support is Needed for Students with Disabilities in General Education Settings:

    Michael F. Giangreco;Stephen M. Broer;Susan W. Edelman

  • Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals: Field-Testing in Inclusion-Oriented Schools:

    Michael F. Giangreco;Stephen M. Broer;Jesse C. Suter

  • The "Sous-Chefs" of Literacy Instruction

    Julie N. Causton-Theoharis;Michael F. Giangreco;Mary Beth Doyle;Patricia F. Vadasy

Frequent Co-Authors

Martha E. Snell
Martha E. Snell University of Virginia
Asha K. Jitendra
Asha K. Jitendra University of California, Riverside
Carolyn Hughes
Carolyn Hughes Vanderbilt University

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