by Michael F. Giangreco, Ph.D., Chigee J. Cloninger, Ph.D., & Virginia Salce Iverson, M.Ed.

Copyright © 1998 by Michael F. Giangreco. All rights reserved.

Michael F. Giangreco, Ph.D., Research Professor, University of Vermont, Center on Disability and Community Inclusion, Mann Hall, Room 301A, 208 Colchester Ave., Burlington, Vermont 05405-1757

Michael F. Giangreco has spent more than 20 years working with children and adults in a variety of capacities including special education teacher, community residence counselor, camp counselor, school administrator, educational consultant, university reacher, and researcher. Dr. Giangreco received a bachelor's degree from the State University of New York-College at Buffalo and graduate degrees from the University of Vermont and the University of Virginia. He received his doctoral degree from Syracuse University and has been a faculty member at the University of Vermont since 1988.

His work and educational experiences have led Dr. Giangreco to focus his research, training, and other work activities on three interrelated aspects of educationg students with and without disabilities in their local general education schools: 1) individualized curriculum planning, 2) adapting curriculum and instruction, and 3) coordinating support services inschools. Dr. Giangreco is the author and editor of numerous professional publication, including Vermont Interdependent Services Team Approach (VISTA): A Guide to Coordinating Educational Support Services (Brookes Publishing Co., 1996) and two volumes of Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (Brookes Publishing Co., 1997, 1998) and is a frequent presenter of educational issues and strategies. Based at the College of Education and Social Services at the University Affiliated Program of Vermont, he has applied his work in numerous schools across North America. His work has been advanced by the feedback and input of innumerable students (with and without disabilities), parents, teachers, administrators, related service providers, and other colleagues.

Chigee J. Cloninger, Ph.D., Research Associate Professor, Department of Education, University Affiliated Prgoram of Vermont, University of Vermont, 49C Waterman Building, Burlington, Vermont 05405-0160

Chigee J. Cloninger has been a teacher of children and adults with and without disabilities for many years. Even in leadership or research positions, teaching, in the sense of bringing about change, has been a key component to Dr. Cloninger's work. She is Coordinator of the Vermont State I-Team, a statewide training and technical assistance team providing intensive special education supports to children and youth with disabilities, providing intensive special education supports to children and youth with disabilities, educational personnel, and families. She is also Director of the Vermont State Project for Children and Youth withDeafblindness and a teacher in the Intensive Special Education Master's Program. A national presenter on issues pertaining to students with intensive educational needs, Dr. Cloninger is interested in creative problem-solving approaches, communication, and learning processes for individualized education and leadership.

Virginia Salce Iverson, M.Ed., Educational Consultant, Vermont State I-Team, R.R. 1, Box 550, Northwest Region, Hinesburg, Vermont 05461

Virginia Salce Iverson has worked in the field of education for more than 25 years as a teaching assistant, an educator, and administrator, and a consultant. In addition to teaching fifth grade, she has taught special education across the continuum of placements, including institutions, special schools and classes, and inclusive classrooms from preschool through high school. Ms. Iverson also teaches courses at the university level and presents nationally on issues related to inclusive education. She is an educational consultant for the Vermont State I-Team for Intensive Special Education for which she provides consultation, training, and technical assistance to teams of educators, parents, and telated services providers on behalf of students with intensive special education needs. Ms. Iverson is primarily interested in blending systematic instruction with inclusive practices for students with severe disabilities.