She insisted that there were four books that were essential for participants to read including "Understanding the Nature of Autism" by Janice Janzen, 1996. What struck both Janice and I was the knowledge, understanding and compassion Dr. Quill had for people with ASD and their families. The following anecdote illustrates the challenges that families of children with ASD face on a daily basis:

The mother of 8-year-old Mary understands her child's way of thinking. Mary's mother links each outing with a specific object so Mary understands where she is going; for example, a straw bag symbolizes a trip to the market and a heart necklace means a trip to visit Nana. One day, Mary's mother put the heart necklace on Mary and they left for a ride to Nana's house. When they turned left for a ride to Nana's house, Mary began to scream. Her mother was confused by Mary's sudden outburst and immediately stopped the car. In the back seat, she found Mary holding the straw bag (Quill, 2001, pg. 23).

Also for the first time, the Fall Elementary Professional Development Day on October 18th had a designated section for Special Education. This provided us with a platform to reach a broader audience. To start the day off, Kevin Baskerville from the Geneva Centre for Autism was scheduled to deliver the Keynote Address entitled, Understanding and Compassion for those with Autism Spectrum Disorder. His presentation was peppered with quotes and excerpts from the writings of people with ASD.

A teacher was my salvation . . . didn't see my labels, just the underlying talents . . . he channelled my fixations into constructive projects. He didn't try to draw me into his world but came instead into my world (Grandin, Emergence: Labelled Autistic, 1986).

As he went through a number of anecdotes, the audience was very quiet. Many situations ended with tragic consequences for people with ASD. On occasion, those supporting these individuals have been successful in aligning unusual interests with a specific job. When this occurs, those with ASD can be successful. Kevin's thoughtful presentation left most of those present shaking their heads in disbelief at the negative outcomes which affect so many people with ASD when decisions are not based on understanding of this disorder. As we looked around, many people were wiping their eyes. A number of additional workshops on Autism and other topics were also scheduled for the day. Of the 88 evaluations completed by attendees, all but a few were favourable. Comments such as the ones noted below were representative of the responses on Kevin' s address:

"Kevin was a quality presenter. I appreciated his focus of being flexible, thinking outside the box, and try, try again. Excellent!!"

"Inspiring . . . . Yes! Reinforced my beliefs in how to work with my autistic students."

"Very inspiring and informative. Caused me to question the behaviour of a special student in my self-contained classroom. This has built a desire for me to learn more."

" This was excellent! I wished that I had heard this workshop first to set the "right thinking" about Autism that I needed to have."

(PD Comment Sheets, October 2002).

Later that month, the Geneva Centre for Autism held its bi-yearly International Autism Symposium. This coincided perfectly with our planning for the Area of Emphasis. Eight staff, including ourselves, were able to attend the 3-day inservice. It was with wonder and exhilaration that eight of us from GEDSB, listened to the world leaders in ASD. We heard from such notables as Dr. Temple Grandin, one of the most prominent designers in the United States of "equipment and systems for handling cattle and hogs during veterinary procedures and slaughter" who also has Autism ( Geneva Centre International Symposium on Autism Conference Proceedings, October 2002, p. 67). Her mother Eustacia Cutler who spoke so eloquently of her guilt and frustrations of being identified as the cause of her daughter's Autism; "a refrigerator mother" as Dr. Bruno Bettleheim coined these parents. With pride, Dr. Eric Courschene claimed victory for finally proving his theory about the differences in the brain development of those with ASD.

"In conclusion, these recent MRI observations suggest abnormal regulation of brain growth in autism: overgrowth early in life followed by abnormally slowed growth in some regions, but premature arrest of growth in others" ( Geneva Centre International Symposium on Autism Conference Proceedings, October 2002, p. 211).

Rita Jordan from the University of Birmingham, spoke of ASD as a disease of one: if those with ASD never had to engage with others, they would never be identified as having difficulty socially. She stated with conviction that we (typical people) must adjust when we interact not expect those with ASD to do so.

The knowledge of ASD's and of techniques and teaching approaches that are helpful , has grown exponentially in recent years and continues to do so. Along with growth in knowledge and understanding should, though does not, mean a corresponding move from presumed 'deficits' towards a celebration of diversity and mutuality in teaching and learning. People with ASD's are individuals with their own abilities, interests, experiences and adaptations to their condition (Geneva Centre International Symposium on Autism Conference Proceedings, October 2002, p. 165)

Such a large body of great research and implications for educating these students!! How were we going to translate any of the information, into making a difference in a student's education? (Blair & Boose, Joint Journal Entry, October 31, 2002).

We agreed that Action Research was the best way of making specific, tangible and concrete changes to educational practice. This was further confirmed, when Jackie Delong, Superintendent of Education-Program, presented us with the book "Doing Practitioner Research Differently" by Dadds and Hart. Included in the collection of papers was a research article entitled, Towards An Understanding of Autism: An Outsider's Attempt to Get Inside by Joe Geraci (2001). His work validated what we knew: a positive attitude and willingness to learn and change are essential for success when working with autistic students.

In many texts I came across there is a section on inappropriate behaviour in people with autism, but I question the value system we're placing in these people. Inappropriate behaviour for one may be acceptable to another. I understand what is meant by labelling certain types of behaviour as inappropriate, but I think we on the outside of autism need to try and look at the world of autism from the viewpoint of those with autism ( Geraci 2001, p. 54).

Now we needed to find teachers who would be willing to learn, implement and reflect on their practice.

To assist us in the selection of potential teachers for this project, we articulated that the participants had to be committed special education teachers who were recognized for excellence in their practice. Janice quickly identified teachers who would welcome the opportunity to improve their practice through collaboration, learning and reflection. They were also required to have the valued human qualities of compassion and understanding: Harley Harvey, LRT at Fairview -Dunnville, Suzanne Irvine, teacher in a self-contained class for students with developmental delays at Hagersville Elementary, Bev Stephenson who teaches a self-contained secondary class in Cayuga, and Alan McMillan who teaches in a Mixed Exceptionalities class at Doverwood.

In November over a bowl of warm soup and fresh bread, we mapped out the journey we would take with our group. We wanted to ground the regularly scheduled meetings with the group on a credible and respected source of literature. We vacillated between several books, weighing our expectations with what could be realistically accomplished. Finally we settle on the 'bible' of Autism, Janzen's book, "Understanding the Nature of Autism", 1996. Although this text can initially present the reader with the feeling of being overwhelmed, we believed that the calibre of the teachers participating in the group, coupled with the chunking of chapters, would make it manageable and more worthwhile than other texts. Also the use of one main book would allow all of us to develop a common lexicon both in discussions and in our journals.

Because the two of us were novices in Action Research, our conversation kept focussing on the necessity for support of each other and the group. We felt this could be achieved through the dynamics of the group and its discussions.

Time for group discussion will be essential. Many times as a teacher, I have attempted to try a new technique or program in my classroom, based on a workshop that I attended after school. So often I have been frustrated because the opportunity for discussion about my experience was never available. I wanted a chance to talk about what felt good and to ask questions about the parts that did not seem to go well (Boose, Journal Entry, January 23, 2003).

We also knew that people who had participated in Action Research Groups validated this belief.

Many of the people who attended the information session in March 2002 on Action Research by Jack Whitehead and Jackie Delong , espoused the value of the collaborative process. Indeed the high emotional quotient of the process was evident in words spoken by Heather Knill-Griesser and Marion Kline. There is real value in Action Research. (Blair, Journal Entry, Sept. 2002).

In addition, we felt that it was equally important to build a collaborative environment for the group. It was decided that the meetings would centre around the following three aspects: literature, journal writing and a collaborative model of sharing information and learning from one another. Regularly scheduled meetings were planned for a four month period of time. With Christmas fast-approaching, the decision was made to hold the inaugural meeting early in January.

First Impressions

The group gathered at Cayuga Secondary School on January 9, 2003. During introductions, each person told of the reason for participation in the group. Harley Harvey's interest in this Action Research group was inspired by Kevin Baskerville's keynote address at the Fall Elementary Professional Development Day.

During our Professional Development Day at Simcoe in October, 2002 I was fortunate to hear Kevin Baskerville from the Geneva Centre for Autism address the assembly of teachers about autism. Prior to the session I was somewhat disgruntled about having to listen to a speaker on the subject of Autism. I really didn't think that this subject was of interest to me. Boy, was I wrong!

After listening to Kevin speak about his experiences and sharing some stories and clips about Temple Grandin and Donna Williams, I began to feel his excitement and love for those who suffer from autism. I began to realize that I, a Special Education Teacher in the twilight of my career, should make attempts to learn as much about autism as I could. One never knows when this information will be valuable (Harvey, Action Research Paper, June, 2003).

Suzanne Irvine wanted to improve her ability to meet the needs of students with ASD in her classroom. "After a few weeks of journalling, discussion and readings (especially in Janzen's book), I began to gain an understanding of the very special learning characteristics of these students" (Irvine, Action Research Paper, June 2003).

Although Alan McMillan did not have students identified with ASD in his class this year, he indicated that any new strategies he learned could be used with other exceptional students.

". . . . titled Teaching Reading to Children with Down Syndrome by Patricia Oelwein (1995). Although this manual was written for children diagnosed with Down Syndrome, I believed that the method would be effective with other types of disability, including Autism (McMillan, Action Research Paper, June 2003).

Bev Stevenson noted that she wanted to find answers to questions, concerns and problems regarding her students with ASD.

"If I have questions about the needs of a student with Autism, I want to be able to ask for help and know that someone will give me an answer" ( Blair & Boose, Joint Journal Entry, Jan 14, 2003).

The general feeling from the group was one of excitement as well as trepidation about the entire process.

The sentiment, " I don't know a great deal about Autism" was echoed by several members. Others indicated that they were " unfamiliar with Action Research". (Boose, Journal Entry, January 9, 2003) We were fortunate to have Lynn Abbey, Curriculum Consultant, help us understand the purpose as well a the power of journalling and how it is an integral part of the entire project. Her anecdotes and enthusiasm for Action Research helped dissipate the confusion. She provided us with the foundation material for this type of research: reflective journals and group collaboration. Lynn indicated that each of us would need to find a question to direct our research. Fortunately she assuaged our fears by letting us know that everything is a process. There were many questions but this initial presentation by Lynn helped all of us in the weeks that followed became more comfortable with the idea of putting thoughts and ideas, quotes and stories, onto paper. We learned that our writing would be of use later when it was time to write the final copy of their action research papers. The expectation of starting and maintaining a journal would be the essential ingredient in creating the final product - our papers.

Jackie Delong also took the opportunity to meet with the group and review "Passion In Professional Practice: Action Research In Grand Erie", 2001, a compilation of action research papers from teachers in GEDSB. Her visit had several important outcomes for the group:

1. provided the historical context for Action Research in GEDSB

2. recognition that GEDSB values the researchers and the research process

3. provided evidence that Action Research is recognized throughout the world

4. provided evidence that Action Research can lead to advanced studies and degrees

5. confirmed that teachers are able to change & improve their own practice

6. provided inspiration for the journey

Then we decided to add the human face of ASD to the day. We selected a video entitled "Rage for Order" BBC, 1998 about Jessie Parks, a woman who has Autism. Dr. Oliver Saks respectfully leads us into Jessie's world. What becomes apparent is that Jessie's parents have chronicled their daughter's autism for over forty years - longitudinal action research! They have encouraged her 'enthusiasms' or obsessions to become her strengths. Despite her significant impairments, Jessie is now a distinguished artist selling her colourful paintings for thousands of dollars each. She and her mother also speak to audiences around the world about Autism.

"We both concurred that Clara Claiborne Park has skills and qualities necessary for working with students who have ASD. She is very calm. When she speaks, her language is simple and specific. Clara never becomes angry with her middle-aged daughter but always seeks to teach her daughter what other people have learned through observation at a very young age. We decided to add Clara's book, "Exiting Nirvana", 2001, to the readings for the group" (Blair & Boose, Joint Journal Entry, Jan. 14, 2003).

With the success of the first meeting and the expectations mapped out for the group, we commented to each other that Action Research was already proving to be a great vehicle for change. Although regular journal entries could be a justification not to proceed, we knew the benefits would outweigh the pain. We also felt an obligation to each other and the group for this endeavour to be successful. True group interdependence!

"We both commented on how excited or was it anxious we were during the first meeting. Initially as with all new things, the group was quiet. But as the day progressed, there was more discussion. On our walk to the Cayuga Support Centre to and from lunch, conversation amongst all of us seemed to flow more freely. By the end of the day all of the group members had committed to the process. Everyone appeared to be looking forward to the next meeting date" (Blair & Boose, Joint Journal Entry, Jan.14, 2003).

Theory into Practice

A block of time was set aside at each of our meetings to discuss the information that was found in Janzen's book and other assigned readings. Journal entries helped us focus on the implications of readings on practice. It was exciting to listen to Alan, Suzanne, Bev, and Harley share their insights and experiences. You could see the action research projects developing as particular parts of the book made an impact on each one of them.

In Chapter 7, Janzen wrote:

"The concept of supported education is important to those with autism, whether they are served in self-contained special classes or are partially or fully integrated into regular classes. To profit from any educational setting or program, students with autism must rely on others to provide support to organize the environment, design instruction, and interpret the meaning of events. When all elements of a program match individual needs, motivation is high, the learning rate is increased, and behaviour is stable" (p. 103).

As a Learning Resource Teacher, Harley Harvey took the information provided in this chapter and worked to implement a collaborative approach to the education of an autistic student at his school.

In Chapter 9 Janzen stated that

"The effective interpreter serves as the key that expands the world for those with autism". Bev Stevenson developed her action research project around the role of an interpreter for autistic students in a high school setting (p.135).

"My quest is to examine our present program with regard to these learning strengths and deficits and to note if our interpreters are given the opportunities and are able to address the learning deficits and enhance the learning strengths of those students with autism at Cayuga Secondary" ( Stevenson, Action Research Paper, June 2003).

Chapter 22 was the basis for Suzanne Irvine's action research. In this chapter, Janzen explains:

"Communication and social skills are best learned in the context of natural routines. Some opportunities can be set up with natural routines to make choices, solve problems, and use functional communicational skills" (p. 336).

As a teacher of a developmentally delayed class, Suzanne set her goals on setting up a play group, following many of the suggestions in this chapter, for two of her students.

". . . I joined the research group hoping that I would discover and could learn to teach these children the skills that they needed to fit successfully into integrated classes so that others could see them as I did" ( Irvine, Action Research Paper, June 2003).

Allan McMillan's interest was in the area of language instruction. His belief system matched the research contained in Chapter 19 where it was stated that:

"Traditional developmental and basal reading approaches have been less than successful when used to teach language arts to those with autism. A more successful approach is one that accommodates the learning strengths and deficits common in autism - a wholistic, visual approach taught in a meaningful context" (p. 287).

He looked at the progress of students who were introduced to new vocabulary using an approach that involved sight vocabulary.

"During the last school year I attended a workshop on a method of teaching sight vocabulary to students led by Leslie Braun of Mississauga. I wondered if the method presented by Leslie would be effective for teaching students who struggled with phonetic pronunciations and help them develop a functional sight vocabulary" ( McMillan, Action Research Paper, June 2003).

The two of us noticed that the collaboration happened naturally. The group seemed to bond and connect quickly. It seemed like there never was enough time to discuss and elaborate on the comments and thoughts of everyone in the group.

"For the past few ½ day meetings with the group, we have run out of time. Although the key points from selected readings and corresponding implications to practice are being discussed, both Janice and I have to stop the meetings so that the teachers can return to their schools. We both concur that the group members seem to respect each other's opinions and comments. One comment leads to new discussions and its implications on practice" (Blair, Journal Entry, Feb.18, 2003).

The collaboration went beyond the regular meetings. Educational Assistants and other classroom teachers were brought on board through discussions at the school level. Principals demonstrated their support through the purchasing of materials and release of people to attend professional growth opportunities. For example, Cindy Pinnegar purchased the software program Boardmaker. She has also provided release for Harley Harvey, the classroom teacher and educational assistant of a student with Autism to attend an inservice session followed by a 'Make and Take' day. Harley took the research process right to the school. He shared the Janzen book with Sherry Chapman and Brenda Toule. Suzanne Irvine and Bev Stevenson included the educational assistants in their classrooms as integral parts of the research questions. Dan McDougald, a Speech and Language Pathologist, provided additional inservice by presenting on Picture Exchange Communication Systems (PECS). Lynn Abbey returned to assist each group member with the writing process. The entire process was one in which everyone felt comfortable to take risks and speak without hesitation. Lots of information was shared and many questions were answered.

Involvement in Action Research - The Implications for Teachers

We found that action research was an extremely effective way of increasing the capacity of teachers when working with autistic children. The use of Janzen's book was critical in developing the building blocks for growth for ourselves and the teachers involved in this project. With the large number of resource available on ASD, it helped focus our discussions and provided each of us with a common lexicon.

Also, we realized that Journal Entries are highly personal. We were reluctant to ask people for copies of their entries. We needed some way for the group to articulate the impact of the readings and group meetings on their practice. We developed a 'Stop-Start-Continue' form for each group member which was completed on April 3, 2003. The following chart assimilates many of their comments:

Aahhhhh! We both smiled when we read the information in the charts. Everyone was on the same page. Everyone was espousing the same information. Consistency in belief systems and implementation of good pedagogy. This was the purpose of such a group and it was actually happening!! We had reached a critical threshold: theory into practice. Now all that was left was ensuring that each member completed the final product.

"Yes, yes, yes!!! The process has worked. All of us are speaking a common language! We all know that these kids can be successful but we need to assist them; we need to put the structures and plans in place to allow success. Although writing the research paper is difficult, both Janice and I think the rest of the process will naturally flow for the group members" (Blair, Journal Entry, April 5, 2003).

"There is a tremendous amount of knowledge to share about ASD. The generalizations that were made by Bev, Harley, Alan and Suzanne demonstrated to true understanding of this knowledge and how it applies to the classroom setting" (Boose, Journal Entry, April 10, 2003)

Further evidence of group think and consolidation of belief systems was found in two after-school sessions held at the home of Suzanne Irvine on March 20th and April 15th. Not only did we review practical items such as the variety of formats for written papers, but these two meetings allowed the group to know each other as colleagues, peers and people. These meetings seem to be a remedy for the feelings of being overwhelmed by other obligations at work. They provided an alternate form of support.

"The meetings at Suzanne Irvine's home, have really promoted the relationships between all group members. We talked about our projects ( and how busy we all are right now) but laughed, ate great food and enjoyed each others company in the process" (Boose, Journal Entry, April 18th, 2003).

As noted above, the Action Research process also provided the entire group with both a common lexicon and belief system surrounding Autism Spectrum Disorder.

We noticed in conversation and when reviewing the drafts of papers, the following themes were common to the papers of the four members of the group:

1. Support

2. Attitude

The notion of support was articulated in different ways by the group members. Harley Harvey discussed support at many levels and from different sources. The support he offered his colleagues at Fairview-Dunnville was multi-pronged and always built on establishing positive relationships. For example, he encouraged new learning situations for himself and other staff by participating in professional development opportunities such as the Geneva Centre's Autism Intervener Course along side them. The following comment from Ann Kaiser, instructor for the Geneva Centre's Autism Intervener Course, illustrated this

"Harley Harvey really understands students with Autism. He has the right approach for working successfully with students who have ASD: calm and respectful" (Blair, Journal Entry, June 26, 2003.).

Through gentle support and modelling of appropriate attitude, Harley was able to grow as a professional while helping others to meet the needs of other students.

Harley also realized that the needs of students with autism are complex. No one person can meet them alone. It is necessary to work together so that these children can experience success. He and the school staff have made a commitment to work cooperatively with the Autism Intervention Team for the sole purpose of helping a student.

"The classroom teacher and Educational Assistants are the front line players in this case. I am part of the support team. My duty is to provide all of the necessary support that I can. I do have some expertise in programming, IEP's and ISA. Perhaps my years of experience in special education, my personal experiences as a father and the opportunity of working alongside and sharing information with my colleagues on the Action Research Team and Autism Team will serve me well in my important role as a team player. I also realize that I have the opportunity to ask for help at any time and it will be forthcoming" (Harvey, Action Research Paper, June 2003).

We both believe that Harley models the idea of acceptance of all students!

Suzanne Irvine's support comes in the form of team. She and the educational assistants are all working to improve one of the critical pieces necessary for life-long success: Social Skills. Throughout her paper, she talks in terms of 'we' not 'I'. Always a tone of respect for the students and staff.

"We have had to make adjustments as we go along, but the team approach and our brainstorming makes this task easier. We help keep each other on track, making sure we don't lose sight of our stated goals and are sensitive to when we need to make changes" (Irvine, Action Research Paper, June 2003).

Again, she fully understands that no one person can meet the needs of these students on their own.

Bev Stevenson looked at support from the perspective of what a student with autism needs from support staff in order to cope with the complexities of a large secondary school. She looked at the skill set an educational assistant requires to interpret situations for these students. By informing herself on the complexities of such students, she could assist the interpreters in altering their practice.

"The interpreter and teacher need to be adept at introducing change to a student with autism. The interpreter must be flexible enough to adapt well to the change him/herself and to assist the student in learning that change is acceptable and that it could be fun. Loud assemblies with many students, spirit days with busy activities, swimming days, field trips and a change to the daily timetable are all situations that the interpreter must introduce. A brief introduction and explanation of the change and how it will affect the student, verbal and visual planning for the change, review of the change and a respect for the student's fear or anxiety of the new situation should all be considerations of the interpreter. Appropriate interventions by the interpreter to anxieties, fears or inappropriate behavioural responses exhibited by the student with autism should be considered in advance so that a plan is in place to reduce these. A sensitive interpreter with practice and a good understanding of the student with whom he/she is working will be able to notice signs of anxiety or fear early and thus reduce stress for the student in a manner that he/she knows works best for the student. The earlier the signs of stress or anxiety are noted and responded to by the interpreter, the less likely it is that the student will exhibit inappropriate behavioural responses that may escalate" (Stevenson, Action Research Paper, June 2003).

Again the principle inherent in Action Research: informing one's own practice and the effect this has on another person's pedagogy is evident in Bev's work. McNiff (1995) espouses this belief "If I can improve what I am doing, there is a good chance that I will influence the situation I am working in. My increased awareness of what I am doing, my readiness to be self-critical, will probably have a knock-on effect in the lives of people I am working with" (p.8). In science this idea is central to the Chaos Theory which indicates that " a butterfly in the Amazon might in principle, ultimately alter the weather in Kansas" (E.N. Lorenz, 1963, p.30).

Alan McMillan's notion of support focussed on improving student learning by implementing a different strategy to increase sight vocabulary. He did not see the student's current skill levels as barriers which inhibit learning rather as the starting points for new learning.

"In September of 2002 I assessed the first student, a ten year old with autistic tendencies, sight vocabulary using the Dolch Pre-Primer list. He recognized 63% of the list words. Since, according to the DRA instructions, mastery reading of a text is 95%, I did not assess the Primer list. Using the Oelwein method of teaching sight vocabulary, both previously known and unknown words were mixed on lotto cards and introduced at a rate of six per week. By mid-October he recognized 84% of the Pre- primer words, and 95% by the end of November. I then began introducing the primer list to him. In November he read 33% of the primer list, and by mid February he was reading 67% of the Primer list. He was also consistently recognizing these words in other contexts, including recipes, directions, experience stories and reading passages. When directed to read independently, he was beginning to select books from his personal reading folder, or books from the classroom library which are at or about his reading level" (McMillan, Action Research Paper, June 2003).

Alan's support for students meant investigating and trying a new method for teaching reading. He is transforming one piece of his practice.

The second commonality, attitude, was embedded in the research of all four practitioners.

In conversations with Harley Harvey, his belief systems influenced his interactions with the student, parents, school and board support staff. He wondered what impact having a child with autism would have on his family. (Blair & Boose, Joint Journal Entry, January 14, 2003).

"The majority of these students want to learn, want to be accepted and want to live "normal lives". Some of these students have more on their plates than you and I will ever have together. To me, it is necessary to try to understand these kids. What makes them tick? We need to try to get inside their heads and to walk a mile in their shoes. Before we shoot from the hip we need to step back and assess the big picture" (Harvey, Action Research Paper, June 2003).

I noticed that Harley frequently expressed the belief that all people can be productive. (Boose, Journal Entry, Jan. 28, 2003)

"Our ultimate goal is for him to be able to complete tasks independently" (Harvey, Action Research Paper, June 2003). Harley is echoing the sentiments of parents we have both heard over the years.

Suzanne Irvine's attitude towards students threads throughout her paper. She has woven the ideas and strategies espoused by the leading experts into her practice. For example, using the child's interests to motivate and extend learning is an idea that Kathy Quill recommends to teachers and parents. (Quill, Inservice Session, October 7-11, 2003) And there is no doubt in Suzanne's mind that they can learn skills. However she knows that she must reflect and adjust her practice not expect the child to adjust.

Through implementation of the Play Group I had to put into practice what I had learned. I no longer saw situations in the classroom as individual specific events, but rather as part of a broader picture. And I began to respond differently. Rather than simply reacting to the situation first and assessing and reflecting later I am beginning to be able to intuitively reflect while the action is happening and adjust my response to the holistic need. When you work with autistic children you have to recognize that there will always be times when your action was unsuccessful, but the number of times I have to say, "I did that wrong," is lessening (Irvine, Action Research Paper, June 2003).

Suzanne's optimism in her students abilities to learn has changed her practice by making play groups an integral part of her program.

Improved student learning through implementation of new strategies, has everything to do with Alan McMillan's attitude. His success in using the Olewein methodology for teaching reading has planted the seeds for future areas to explore.

Oelwein also uses this method to help students develop math skills. I have begun to use this strategy to teach numerals and numbers, as well as measurement terms and the corresponding abbreviations. I plan to extend this strategy by introducing and teaching number facts and time concepts. Completing this Action Research Project has stimulated me to think about researching way in which I could develop a math program for Developmentally Disabled Students built around functional skills (McMillan, Action Research Paper, June 2003).

All students can improve, is Alan's message.

"Bev Stephenson's voice, both oral and written, always suggests real pleasure in working with exceptional pupils. She mentions on several occasions during group sessions, that she enjoys the students" (Boose, Journal Entry, April 8, 2003).

She believes that exceptional students have much to offer the typical population.

"One of our students with autism was particularly interested in precious stones/jewels. With assistance from the interpreter, he was able to research and learn more. He also had the opportunity to teach us about precious stones/jewels. I now know something about jewels and stones because he has taught me" (Stevenson, Journal, February 18, 2003).

Once again, attitude along with expertise from world-renowned researchers is woven into her practice.

We found the implications of group review and reflection had positive and long-lasting impact on practice. The examples noted above from the four participants provide clear evidence of this. But we wondered what the direct benefits of the actual group processes were to the participants.

Benefits of Group Processes

With the end in sight, we felt it was safe to ask the group members reflect about the benefits of participating in the action research process. We provide the following task for them to muse over and then respond to:

Think about all the things you have learned since this group began to meet. What things have changed in your practice as a result of the Action Research Process? Write the changes, thoughts, reflections you have made in the context of your students. What are the benefits of participating in a research group?

The timeline for this assignment extended from mid- May to the last group meeting on June 16th. The feedback exceeded our expectations! The following is a compilation of the ideas each participant generated for us:

Harley Harvey

1. started with limited knowledge but continue to learn about this complex disorder & the needs of students—from communication to sensory integration

2. catalyst for learning was the entry of a student with Autism at the school

3. need to support staff is critical

4. board staff can offer support

5. the concept of working as a team is critical to meeting the needs of these students

6. the dedication and attitude of the teacher and educational assistant are central to the success of the child

7. appreciated the opportunity to participate in the group: reinforced 1.) the necessity of a team when intervening with these kids and 2.) the necessity of enjoying the students you teach

Suzanne Irvine

1. reduces feelings of isolation which often occurs when teaching in self-contained programs

2. sharing of experiences, support and offering of ideas was positive

3. feeling of trust in other group members

4. helped to have awareness of resources that are available

5. helpful to work with Bev because students transition from my program to hers; this will help me plan certain aspects of my program

Bev Stevenson

1. learned a great deal more about autism

2. identify learning deficits and strengths more clearly in my students as a result of my research

3. review of assignments of educational assistants based on strengths of the person and needs of the student

4. reflect on my own strengths and needs as fas as creating and improving my classroom to meet the needs of students with Autism

5. discussion time during group meetings was important to share strategies and gain knowledge

6. diversity of group members provided different perspectives

7. greater awareness and questioning of my practice were the true benefits of the action research process

Alan McMillan

1. learned about structuring of activities to maintain the student's interest during the learning process

2. necessity of having students to 'by into' the learning program

3. difficulty in identifying the learning gaps in those with ASD

4. changing practice through review

5. maintaining twice weekly anecdotal records which reflects not only student learning but my learning

We were overwhelmed by the positive effects of the group processes. The impact of the research process and the group dynamics had made a deep impact on each person's practice. The coup-de-gras for the two of us occurred in the final meeting with the group. While reviewing and editing final versions of the research papers, Alan asked if the group could continue in the upcoming school year. (Blair & Boose, Joint Journal Entry, June 16, 2003). The desire for the group to continue was real evidence that there was value in this process!

The other compelling piece of evidence of the value of the research process also came from the last meeting. We asked Lynn Abbey to assist us in the final editing process. While present, she discussed the possibility of a group presentation at the OERC in December of this year. Initially, the answer was a firm "no"! But Lynn was able to assuage people's fears by offering support to all. Within a few minutes the trepidation of publically presenting to others had been replaced with confidence.

"Lynn's expertise has been invaluable to the two of us. Her gentle but persuasive approach has allowed not only the group members but the two of us to feel we have achieved our goals" ( Joint Journal Entry, June 16, 2003).

This group will be doing a presentation to peers on Action Research.

Before leaving, Lynn made a comment that further confirmed what the data was showing.

"I can see growth in this groups knowledge and ability in teaching students with Autism" (Blair, Journal Entry, June 2003).

Confirmation from a credible, outside source was the ultimate reward at the end of this project.

Conclusions

Not only did our group members benefit from the action research group process, but so did the two of us. The following is a list of outcomes that we experienced by being part of the group:

• consolidation of knowledge
• confidence when speaking about ASD
• confirmation of Dr. Kathleen Quill's team intervention process
• validation of our belief systems regarding attitude and support of students, staff and parents
• confirmation that reflection and review can inform practice
• confirmation that depth of knowledge can occur when practitioners choose the direction of their develop ment
• creation of lasting professional relationships based on mutual respect and trust
• commitment to continue the research process in the future

(Blair & Boose, Joint Journal Entry, June 26, 2003)

We are already making plans for our next research project. We will incorporate this model with another group of professionals. The topic will change but we will continue meet to review literature, discuss classroom practice and incorporate new ideas into programs for children with special education needs.

The two of us will continue to grow professionally by reviewing new literature, attending workshops and conferences. The future is full of endless possibilities!

Bibliography

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Dodds, M. and Hart, S. (2001). Doing Practitioner Research Differently. London: Routledge Falmer

Geraci, Joe. 2001. "Towards an understanding of Autism: An outsider's attempt to get inside." In Doing practitioner research differently, edited by M. Dadds and S. Hart, 49-67, London: Routledge Falmer

Grand Erie District School Board. 2001. Passion in professional practice: Action research in Grand Erie vol II, edited by Jacqueline D. Delong, Brantford, Ontario: Grand Erie District School Board

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Oelwein, Patricia. 1995. Teaching reading to children with down syndrome: A guide for parents and teachers. Bethesda, MD: Woodbine House.

Quill, K.A. (2000) Do-watch-listen-say: Social and communication for children with autism. Baltimore, Maryland: Paul H. Brookes Publishing Co.