This article explains how teams of special educators, science teachers, literacy consultants, and administrators can use the Disciplinary Literacy Observation Tool (DLOT) and accompanying planning tool to improve disciplinary literacy instruction in inclusive secondary science classrooms. The DLOT was developed in partnership with practitioners as a tool for professional development and coaching. First, the tool's development and five dimensions are described: (a) aspects of disciplinary literacy in science, (b) instructional grouping, (c) student engagement, (d) quality of pedagogy, and (e) overall quality. Then, an illustration is provided for how special educators can collaborate with science educators and other colleagues to use the DLOT to identify, document, reflect upon, and set goals regarding disciplinary literacy instruction in science in ways that benefit students with learning disabilities. With the DLOT, practitioners can approach literacy integration in science to address both general and discipline-specific strategies aligned synergistically to Common Core State Standards and Next Generation Science Standards through three-dimensional science learning.

中文翻译：

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使用学科素养观察工具 (DLOT) 重构科学学科中的素养

本文解释了特殊教育者、科学教师、识字顾问和管理人员团队如何使用学科素养观察工具 (DLOT) 和随附的规划工具来改善包容性中学科学课堂的学科素养教学。DLOT 是与从业者合作开发的，作为专业发展和指导的工具。首先，描述了该工具的发展和五个维度：(a) 科学学科素养的各个方面，(b) 教学分组，(c) 学生参与度，(d) 教学质量，以及 (e) 整体质量。然后，提供了一个说明，说明特殊教育工作者如何与科学教育工作者和其他同事合作，使用 DLOT 来识别、记录、反思、并以有利于学习障碍学生的方式设定有关科学学科素养教学的目标。借助 DLOT，从业者可以通过三维科学学习来实现科学素养整合，以解决与共同核心州标准和下一代科学标准协同一致的一般和学科特定策略。