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Preparing Students with Special Needs for Reintegration

Curriculum-Based Measurement's Impact on Transenvironmental Programming

Patricia G. Mathes is an assistant professor of special education at Florida State University. She currently conducts classroom-based research on early literacy instruction and on instructional techniques for accommodating students with mild disabilities in general education classrooms. She also is exploring how students with learning disabilities differ from nondisabled students with low academic performance.

Douglas Fuchs, PhD

Douglas Fuchs is a professor of special education and co-director of the Kennedy Center's Institute on Education and Learning at Peabody College of Vanderbilt University. He conducts research to assist teachers in accommodating diverse student needs. Address: Douglas Fuchs, Department of Special Education, Box 328, George Peabody College, Vanderbilt University, Nashville, TN 37203.

P. Holley Roberts, PhD

P. Holley Roberts recently completed her doctoral program in the Department of Philosophy at Vanderbilt University.

Lynn S. Fuchs, PhD

Lynn S. Fuchs is a professor of special education and co-director of the Kennedy Center's Institute on Education and Learning at Peabody College of Vanderbilt University. She conducts research on teachers' ongoing assessment methods and the effects of instructional planning on student achievement.

The original intent of special education pull-out services was to remove students from general education temporarily for intensive, individualized instruction in deficit areas. In many school districts, however, it seems that once students participate in pull-out services, there is little effort to return them to general education. One explanation for this is that not much is known about how best to prepare students for movement up the cascade of services, including reintegration into the mainstream. A promising reintegration approach is transenvironmental programming (TP). Research suggests that supplementing TP with continuous progress monitoring, specifically via curriculum-based measurement (CBM), better prepares students for reintegration than either TP or CBM alone. Findings from the present study provide a possible explanation: Results suggest that special educators using TP who receive CBM information about their students' academic progress are more likely to plan and implement academic interventions in preparation for students' transition than are those special educators who do not receive this information. This supports the hypothesis that the relatively greater success of TP+CBM is due to increased attention to academic preparation. Implications for practice and future research are discussed.

Journal of Learning Disabilities, Vol. 31, No. 6, 615-624 (1998)
DOI: 10.1177/002221949803100613


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