Preparing students with special needs for reintegration: curriculum-based measurement's impact on transenvironmental...

Area of Science:

• Special Education
• Educational Psychology

Background:

• Special education pull-out services were intended for temporary, intensive support.
• Many students remain in pull-out services without effective reintegration strategies.
• Transenvironmental programming (TP) is a promising approach for student reintegration.

Purpose of the Study:

• To investigate the effectiveness of transenvironmental programming (TP) supplemented with continuous progress monitoring (CBM) for special education student reintegration.
• To understand the mechanisms by which TP and CBM enhance student transitions back to general education.

Main Methods:

• The study examined the impact of providing special educators with curriculum-based measurement (CBM) data within a transenvironmental programming (TP) framework.
• Special educators' planning and implementation of academic interventions for student transitions were analyzed.

Main Results:

• Special educators receiving CBM data were more likely to plan and implement academic interventions for student transitions.
• The combination of TP and CBM led to increased attention to academic preparation for reintegration.
• This suggests that TP + CBM is more effective due to enhanced academic preparation.

Conclusions:

• Supplementing transenvironmental programming (TP) with continuous progress monitoring (CBM) improves special education student reintegration.
• Providing educators with CBM data enhances academic preparation for transitions.
• This approach offers practical implications for improving special education service delivery and student outcomes.