Question 1: Project ASSIST was designed to bring together key professionals in planning inquiry-based science lessons for students with disabilities. Why is it important to include multiple perspectives?

Lori DiGisi's (LD) Response: Knowledge about science, special education, and technology is increasing at a fantastic rate. No one person can be an expert on everything. Yet, classroom teachers are expected to teach science from each major category (e.g., physical science, life science, earth science); plan and conduct lessons that reach every child in a diverse classroom; understand what modifications are best for which children with special needs; and integrate new technologies where appropriate. Such a task is unrealistic for even the most capable teachers.

It is critical that schools find a way to bring practitioners with diverse expertise together. We've found that bringing practitioners and specialists together on an ongoing basis to plan lessons creates the opportunity for deep conversation about the curriculum, and the opportunity to develop instructional adaptations relevant to the students' needs within the science curriculum.

Question 2: Why does Project ASSISTÆ emphasize the importance of focusing on student work?

LD: Student work grounds the conversation by providing evidence of what students know and can do. Team members begin the conversation by describing the student's work objectively. Interpretations are held until all members have had a chance to share observations. This approach encourages team members to take an unbiased look at the work and tends to yield a richer discussion. For example, as each team member discusses the work, other team members gain insights about the child's language development, visual processing skills, and the type of structure the child needs to complete the activity. During the interpretation and suggestion phase, the action reflection team can work together to make decisions based on evidence, and can move students forward in their understanding of concepts or processes.

Question 3: Project ASSISTÆ recommends that specialists and teachers meet at least once a month to plan science lessons for three students. Why limit the planning to only three students?

LD: Typically, teachers apply the instructional strategies learned from the Project ASSISTÆ planning sessions to other children. For example, in reflection on an activity with the Project ASSISTÆÆ team, a teacher described how two of the target children had difficulty exploring an object with their eyes before recording what they saw through the microscope. The teacher remarked, "So many children in this class are struggling with how to describe these objects, I will have to restructure this lesson for the entire class next time."

We also have found that teachers use their new learning about how to enrich science for students to adapt instructional strategies in other subject areas. For example, one teacher saw that recording and charting the weather could easily fit into her daily calendar and mathematics instruction.

Question 4: How much time does it take for a deep conversation to transpire?

LD: Teachers, special educators, and specialists must have time to meet together. We have found that 45 minutes to an hour is sufficient time for deep conversation that allows teachers to create rubrics for measuring students' growth across the criteria. In cases where we have shortened the planning time, we have copied the plans and sent them to each member of the team.

Question 5: What recommendations do you have for action reflection team members?

LD: Trust is essential, and it can be enhanced by subscribing to the following principles. Team members must accept that blame--whether it be of the students, the teacher, the parents, or the resources--has no place in a collaborative problem-solving effort. They also must work toward consensus, keeping in mind that giving everyone a voice is critical to success. Finally, each team member must contribute to the process by sharing his or her expertise and participating in the discussion. These principles set the tone for the planning and reflection, and create an atmosphere of safety for healthy conversation and useful controversy.