Introduction

Goals

Our goal is for every participant to leave this online workshop with the following:

An understanding that students with disabilities can be included and can succeed as learners in inquiry-based science, if they have appropriate support

Images of the ways in which technology, media, and materials can support students and enhance student learning

Strategies for adapting and modifying the curriculum to meet curriculum goals and student needs

An understanding of the value of collaboration among science, technology, and special education practitioners, and some tools and strategies for fostering this collaboration

Deeper thinking about organizational issues that impact on curriculum innovation

Specific information about resources related to science, curriculum, instruction, assessment, hardware, and software

Workshop Overview

The workshop will begin on April 3 and end on May 7, spanning five working weeks. The workshop will follow a basic three-part structure each week:

  1. Small-group discussion: Small groups of participants will engage in focused discussion around a problem or activity.
  2. Large-group discussion: All participants and faculty will respond to a provocative text.
  3. Access to resources: An area set aside for resources that includes an interactive "sharing table."

Faculty

The lead facilitator for the online course is Dr. Doug Zook, an associate professor of Science Education at Boston University. He is also the director of B.U.’s International Microcosmos program, which works to show teachers and their students at all levels how the microbial world can be an effective learning vehicle in science classrooms. He has recently served as a select member of the National Academy of Sciences’ National Science Education Standards Committee. Doug has published many books, including Microcosmos Curriculum Guide to Exploring Microbial Space and Inner Space Journeys to Life on Earth: A Standards-based Companion for Science Educators.

In addition to Doug Zook, this workshop has an expert panel that includes:

Margo Mastropieri, Professor, Purdue University

Patricia Williams, Assistant Superintendent for Special Services, Kalamazoo, Michigan

Alan Field, Special Education Technology Coordinator, Cambridge Public Schools

Judith Zorfass, NCIP Project Director, Education Development Center, Inc.

The staff from Project ASSIST (All Students in Supported Inquiry-based Science with Technology): Lori DiGisi, Joe Martinez, Elaine Crowder

The expert panel will play several important roles. They will form their own small group, carrying out the same small-group activities you will be doing, which will serve three purposes: (1) modeling interaction within a small group, (2) providing relevant information, and (3) motivating you to ask more specific questions of them at the sharing table. The panel is also invited to join in the large-group discussions and occasionally add comments within your small-group discussions.

The Who’s Here icon is the place to go for two kinds of information. This is where you can find bios of Doug and the expert panel. Also, it is the place to check for the names of the other participants and for your group assignment.

Expectations for Participation

We recommend that, as a participant, you visit the workshop at least three times a week (of course, more often is fine). You might want to plan ahead for how you'll spend your time on each visit. For example, one visit might be devoted to reading the current week's assignments and updates from the workshop faculty. On your second visit, you might want to post messages to the small- and large-group discussions. The third visit might be a good time to read responses and post further messages. You might want to visit the resources area or ask questions at the sharing table during any visit.

We know from experience that some discussions will have greater momentum and may require you to log on more often in order to keep current. We estimate that allocating two to three hours a week for the workshop should prevent you from feeling overwhelmed. In general, it is better to come online more often for less time each visit, than to log on once a week for a long period of time.

In order to receive one CEU credit, you will need to do the following:

Please notify NCIP immediately if you encounter any technical glitches. The back cover of this Guide contains contact numbers. Given the fast turnaround time of the workshop, we don't want you to fall behind and be prevented from meeting your requirements