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| Fuchs, Douglas | 3 |
| Fuchs, Lynn S. | 1 |
| Mathes, Patricia G. | 1 |
| Roberts, P. Holley | 1 |
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| Journal Articles | 2 |
| Reports - Descriptive | 2 |
| Guides - Non-Classroom | 1 |
| Opinion Papers | 1 |
| Reports - Research | 1 |
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| Practitioners | 2 |
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Peer reviewedFuchs, Douglas; And Others – Preventing School Failure, 1992
The Peabody Reintegration Project utilizes curriculum-based measurement (CBM) to help integrate pupils with mild and moderate disabilities into mainstream math instruction. CBM is seen to be particularly relevant to a transenvironmental programing process involving environmental assessment, intervention and preparation, promoting transfer across…
Descriptors: Curriculum, Disabilities, Elementary Secondary Education, Instructional Design
Download full textFuchs, Douglas; And Others – 1994
The debate about whether special education should abolish or conserve its cascade of services model has produced conservationists, who believe in a case-by-case approach to integration by which movement into less restrictive settings is planned, implemented, and evaluated individually, and abolitionists, who work for full inclusion of all students…
Descriptors: Classroom Environment, Curriculum Based Assessment, Disabilities, Elementary Secondary Education
Peer reviewedMathes, Patricia G.; Fuchs, Douglas; Roberts, P. Holley; Fuchs, Lynn S. – Journal of Learning Disabilities, 1998
A study involving 24 special educators and 31 regular educators found that special educators using transenvironmental programming who received curriculum-based measurement information about their students' academic progress were more likely to plan and implement academic interventions in preparation for students' transition than those who did not…
Descriptors: Academic Achievement, Curriculum Based Assessment, Disabilities, Educational Planning
