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.

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.

Suter, J. C., Giangreco, M. F., & Bruhl, S. A. D. (2019). Special education personnel absences in inclusion-oriented schools: Implications for building effective service delivery models. Remedial and Special Education. Advance online publication. doi: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. doi: 10.1352/2326-6988-3.3.112. Full Text:ÌýPrecarious or purposeful? Proactively building inclusive special education service delivery on solid ground (PDF). Posted with permission of Inclusion and the American Association on Intellectual & Developmental Disabilities.

Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Edcuation, 37(2), 93-106. doi: 10.1017/jse.2013.1.ÌýAbstract:Ìý.ÌýFull Text:ÌýTeacher assistant supports in inclusive schools: Research, practices and alternatives (PDF). Posted with the permission of Cambridge University Press and the Australasian Journal of Special Education. Copyright the Authors 2013

Giangreco, M. F. & Hoza, B. (August 2013). Are paraprofessional supports helpful? Attention, 20(4), 22-25.ÌýFull Text:ÌýAre paraprofessional supports helpful? (PDF).

Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education, 47,121-131

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, 362-373.

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.

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.

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. DOI: 10.1352/1934-9556-48.1.1ÌýFull Text:ÌýOne-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? (PDF). Posted with permission of the .

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, 41-57. doi: 10.1080/10474410903535356

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. doi: 10.1177/0022466907313353
Available at http://online.sagepub.com/.

Giangreco, M. F. (2009). Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals. Arlington, VA: Council for Exceptional Children, Division on Autism and Developmental Disabilities. Available online at http://www.dddcec.org.

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.ÌýFull Text:ÌýPersonnel utilization and general class placement of students with disabilities: Ranges and ratios (PDF). Posted with permission of the American Association on Intellectual and Developmental Disabilities. Corrected version of this article was posted on December 11, 2009.

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), 56-62.ÌýFull Text:ÌýParaprofessionals: The "sous chefs" of literacy instruction (PDF). Posted with permission of the Council for Exceptional Children.

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.ÌýFull Text:ÌýSchool-based screening to determine overreliance on paraprofessionals (PDF). Posted with permission from Hammill Institute on Disabilities.

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). London: Sage.ÌýFull Text:ÌýTeacher assistants in inclusive schools (PDF). Posted with the Permission of SAGE Publications.

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.ÌýFull Text:ÌýAddressing the paraprofessional dilemma in an inclusive school: A program description (PDF). Posted with permission of TASH.

Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005) Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71(4), 415-430.ÌýFull Text:ÌýPerspectives of students with intellectual disabilities about their experiences with paraprofessional support (PDF). Posted with permission of the Council for Exceptional Children.

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.ÌýFull Text:ÌýQuestionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? (PDF). Posted with permission of Pro-Ed Inc.

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.ÌýFull Text:Ìý"Be careful what you wish for…": Five reasons to be concerned about the assignment of individual paraprofessionals (PDF). Posted with permission of the Council for Exceptional Children.

Giangreco, M. F., Halvorsen, A., Doyle, M. B., & Broer, S.M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17(2), 82-90.ÌýFull Text:ÌýAlternatives to overreliance on paraprofessionals in inclusive schools (PDF). Posted with permission of C.A.S.E. CEC.

Giangreco, M. F., & Doyle, M.B. (2004). Directing paraprofessional work. In C. Kennedy & E. Horn (Eds.), Including students with severe disabilities, (pp. 185-204). Boston: Allyn & Bacon.ÌýFull Text:ÌýDirecting paraprofessional work (PDF). Posted with permission of Allyn & Bacon.

Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-53.ÌýFull Text:ÌýWorking with paraprofessionals (PDF). Posted with permission of copyright holder, author.

Giangreco, M. F., & Broer, S. M. (2003). Alternatives to overreliance or inappropriate utilization of paraprofessionals in special education. Center on Disability and Community Inclusion, University of Vermont: Burlington, VT. Full Text:ÌýAlternatives to overreliance or inappropriate utilization of paraprofessionals in special education (PDF).

Giangreco, M. F., & Broer, S. M. (2003). Guidelines for selecting alternatives to overreliance on paraprofessionals. Center on Disability and Community Inclusion, University of Vermont: Burlington, VT. Full Text:ÌýGuidelines for selecting alternatives to overreliance on paraprofessionals (PDF).

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.ÌýFull Text:ÌýThe paraprofessional conundrum: Why we need alternative support strategies (PDF). Posted with permission of .

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70(1), 63-79.ÌýFull Text:ÌýSchoolwide planning to improve paraeducator supports (PDF). Reprinted with permission of the .

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.ÌýFull Text:ÌýParaeducator training materials to facilitate inclusive education: Initial field-test data (PDF). For more information about the Rural Special Education Quarterly, visit the .

Giangreco, M. F. & Broer, S. M. (January 2003). Paraprofessionals -- No perfect solution. CEC Today, 9(5), 12-13. Paraprofessionals -- No perfect solution (PDF).

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.ÌýFull Text:ÌýSchoolwide planning to improve paraeducator supports: A pilot study (PDF).Ìý

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.

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. Full Text:Ìý"That was then, this is now!" Paraprofessional supports for students with disabilities in general education classrooms (PDF). Posted with permission of Laurence Erlbaum Associates, www.erlbaum.com.

Giangreco, M. F. (2001). Teacher leadership: Working with paraeducators (Instructor's and Participant's Manuals). Burlington, VT: University of Vermont, Center on Disability and Community Inclusion. Distributed by the National Clearinghouse of Rehabilitation Training Materials, Oklahoma State University, Stillwater, OK. (Code: 650.049 A and 650.049B)

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2001). Respect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities. Exceptional Children, 67, 485-498. Full Text:ÌýRespect, appreciation, and acknowledgment of paraprofessionals who support students with disabilities (PDF). Reprinted with permission of the Council for Exceptional Children.

Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2001). Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75-86.ÌýFull Text:ÌýTeacher engagement with students with disabilities: Differences based on paraprofessional service delivery models (PDF). Posted with the permission of TASH.

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, 45-63.ÌýFull Text:ÌýParaprofessional support of students with disabilities: Literature from the past decade (PDF). Posted with permission of the Council for Exceptional Children www.cec.sped.org

Giangreco, M. F., Edelman, S. W, & Broer, S. M. (May, 2001). A guide to schoolwide planning for paraeducator supports. Burlington, VT: University of Vermont, Center on Disability and Community Inclusion.ÌýFull Text:ÌýA guide to schoolwide planning for paraeducator supports (PDF).

CichoskiKelly,ÌýE., Backus, L., Giangreco, M. F., & Tucker, P. (2000). Paraeducator entry-level training for supporting students with disabilities paraeducators (Instructor's and Participant's Manuals). Burlington, VT: University of Vermont, Center on Disability and Community Inclusion. Distributed by the National Clearinghouse of Rehabilitation Training Materials, Oklahoma State University, Stillwater, OK. (Code: 650.048 A and 650.048B)

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.ÌýFull Text:ÌýThe tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings (PDF). Posted with permission of TASH.

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.Ìý

Giangreco, M. F., Edelman, S., 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.ÌýFull Text:ÌýHelping or hovering? Effects of instructional assistant proximity on students with disabilities (PDF). Posted with permission of the Council for Exceptional Children.