Douglas Fuchs received his Ph.D. from the University of Minnesota in educational psychology with an emphasis in special education and school psychology. During his career he has taught first graders with serious emotional problems in a special school in Baltimore; taught in a fourth-grade classroom in Pennsylvania; and was staff psychologist for the Minneapolis public schools' special education preschool program. He currently holds the Nicholas Hobbs Endowed Chair in Special Education and Human Development at Peabody College of Vanderbilt University, where he is also co-director of the Vanderbilt Kennedy Center Reading Clinic. Dr. Fuchs has been principal investigator of 35 federally-sponsored research grants, most of which have come from the U.S. Department of Education. This research has focused on the development of pre-referral interventions, peer-assisted learning strategies in reading and math, curriculum-based measurement procedures, and methods of reintegrating students with high-incidence disabilities into mainstream settings.
He is the author or co-author of more than 200 articles in peer-review journals, and has won best paper awards for several of these publications, including the American Educational Research Association's Palmer O. Johnson Award, the American Psychological Association's Fellows' Award (Division 16), the Samuel A. Kirk Award (Division for Learning Disabilities of the Council for Exceptional Children), and Best Paper of the Year Award (National Association of School Psychologists). He was recently identified by Thompson ISI as one of 250 most highly cited researchers in the social sciences. In 2001, he was named Joe B. Wyatt Distinguished University Professor by Vanderbilt University. With Lynn Fuchs in 2003 and 2005, respectively, he was given the Career Research Award by the Council for Exceptional Children and the Distinguished Researcher Award by the Special Education Research SIG of the American Educational Research Association. From 1987 to 2002, he was co-editor of The Journal of Special Education.