Dr. Wendy Weber
Professor
Ph.D., 2008
Southern Illinois University Carbondale
Specialization: Inclusive Practices, Multi-Tier Systems of Support
wweber@siue.edu
website
(618) 650‑3487
Office
Founders Hall, Room 1108
About Dr. Weber
Wendy W. Weber, Ph.D., is a Professor in the Department of Teaching and Learning at Southern Illinois University Edwardsville. Dr. Weber is the Principal Investigator and Co-Coordinator of the Illinois IHE Partnership, a 5-year State Personnel Development Grant funded through the Office of Special Education Program and Illinois State Board of Education. In addition to her work with the IHE Partnership, she teaches the beginning and advanced reading methods courses for preservice special educators. She is also the Program Director for the undergraduate and graduate special education programs at SIUE.
Dr. Weber was previously a Regional Coordinator with Illinois ASPIRE under Illinois’ previous SPDG and continues to provide professional development and educational consulting in the areas of RtI/MTSS, school improvement, and increasing student engagement for school districts in Southern Illinois. She is a member of the Statewide PBIS leadership team, and serves as a board member for the Illinois chapter of the Teacher Education Division of Council for Exceptional Children. Dr. Weber’s research interests include multi-tier systems of support (MTSS), stress reduction strategies for students, and improving teacher effectiveness through explicit and inclusive instructional practices.
Publications
Books
Fuchs, W. (2018). Mindfulness for students: A curriculum for grades 3-8. London: Taylor and Francis.
Forbringer, L. & Fuchs, W.W. (2013). RtI Math: Evidence-Based Interventions for Struggling Students. London: Taylor and Francis.
Articles
Fuchs, W. (2014). Stress reduction strategies for adolescents. Proceedings of Braga 2014 Embracing Inclusive Approaches for Children and Youth with Special Education Needs Conference, Portugal, 491-495, ISBN: 978-989-8525-33-8.
Fuchs, W.W., Fahsl, A., & James, S. (2014). Redesigning a special education teacher preparation program: The rationale, process and outcomes. The New Educator (10)2.
Kirk, S. M., Fuchs, W.W., Kirk, E. P. (2013). Integrating physical activity into preschool classroom academic lessons promotes daily physical activity and improves literacy. NHSA Dialog: Research Article, 16(3).
Kirk, S. M., Fuchs, W.W., Kirk, E. P. (2013). Improving preschool literacy skills using physical activity. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 16 (3).
Fuchs, W. (2013). Four simple rules to start a winning year. New Teacher Advocate- Kappa Delta Pi. Summer issue.
Fuchs, W.W., & Bergeron, B. (2013). Viewpoints from the Field: Impressions from teachers and administrators on the challenges and successes of RTI implementation in Illinois. Illinois Reading Council Journal, Spring Issue.
Weishaar, P., & Fuchs, W. (2012). An Initial Investigation of Preservice Teachers in the United States and Possible Applications to Ukraine: Perceived Knowledge of Response to Intervention. Social Welfare Interdisciplinary Approach.
Fuchs, W.W. (2010). Examining Teachers’ Perceived Barriers Associated with Inclusion. Southwest Regional Association of Teacher Educators (SRATE) Journal, Winter Edition.
