Vaulting Barriers to Mainstreaming With Curriculum-Based Measurement and Transenvironmental Programming

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Notes on contributors

Susan Gilman

Douglas Fuchs is a professor of special education at George Peabody College at Vanderbilt University, Nashville, Tennessee, Pamela Fernstrom is an associate professor of education at the University of Northern Alabama, Florence, Alabama, and Peggy Reeder, Judy Bowers, and Susan Gilman are graduate students at George Peabody College at Vanderbilt University, Nashville. This article described research supported in part by the Office of Special Education Programs in the U.S. Department of Education (Grant H023F80005–89) and by the National Institute of Child Health and Human Development (Core Grant HD15052). The article does not necessarily reflect the position or policy of the funding agencies, and no official endorsement should be inferred. Portions of this article were presented at the 1990 annual meetings of the American Educational Research Association in Boston and the Council for Exceptional Children in Toronto. Inquiries should be addressed to Douglas Fuchs, Department of Special Education, Box 328, George Peabody College, Vanderbilt University, Nashville, TN 37203.