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Creating Vocational and Transition Portfolios for Adolescents who are Blind or Visually Impaired with Additional Disabil

This workshop will explore the importance of portfolios in the transition process for adolescents who are blind or visually impaired with additional disabilities. Participants will learn how portfolios can assist students in self-advocacy, provide educators with a way to assist their students, and inform future service providers.

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Creating Vocational and Transition Portfolios for Adolescents who are Blind or Visually Impaired with Additional Disabil

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  1. Creating Vocational and Transition Portfolios for Adolescents who are Blind or Visually Impaired with Additional Disabilties NE/AER 2010 Fall Conference Coming TogethAER: Knot Just Sailing Alone November 4, 2010 Christa Gicklhorn, M.Ed. Wendy W. Bridgeo, M.Ed.

  2. Portfolios and the Transition Process • Provide a means for students to self-advocate • Provide educators with a way to assist their students in the transition process • Provide a vehicle to inform future service providers

  3. Why Portfolios??? • Portfolios can assist and enhance the transition planning process • Portfolios can demonstrate the abilities, skills, and preferences of an individual • Portfolios can convey information in a meaningful and permanent manner.

  4. Why Portfolios??? (cont.) • Portfolios are a valuable training tool • Students can use their portfolios to have “conversations” with their new staff • Portfolios provide parents with an advocacy tool

  5. Why Portfolios??? (cont.) Because….

  6. “A picture is worth a thousand words!”

  7. What is a Portfolio? • A meaningful collection of student work that exemplifies the student’s interests, range of skills, attitudes and development over a period of time.

  8. What Should a Portfolio Include? • Student portfolios should include a series of examples of actual school performance that demonstrates student learning and how their skills have improved. • The product is a representation of the processes and outcomes resulting from the student’s education.

  9. What are the Benefits of a Portfolio? • It documents the planning, exploration & continuum of vocational experiences. • It is a visual summary of each student’s learning process. • It helps the student communicate his/her needs and personal information. • It is reflective of student successes & abilities - what worked! • It is an effective and efficient marketing strategy for movement to the adult service system.

  10. What do portfolios look like? • Portfolios are much more than just notebooks, files or a collection of student performance. A portfolio is more like an expandable file of each student’s learning process and work. It can be arranged by subject area, developmental knowledge, skills, themes, or daily progress.

  11. What do you need to create a portfolio? • Three ring binder • Sheet protectors • Photo pages • Camera • Video camera (optional) • Permission to photograph

  12. Helpful Hints and How-To’s • Creation of Portfolio w/ Student Participation • Information-At-A-Glance - “User-Friendly” Format • Demonstration of Teaching Strategies • Use of Pictures and Videotaping

  13. Use of Pictures and Videotapes • Every picture tells a story!!! • Pictures provide a clearer vision of the student • Mode of communication • Personality • Strengths and abilities • Level of independence/participation • Level of support required

  14. Use of Pictures and Videotapes - continued • Documents the various work experiences the student has had • Set up of the job • Use of adaptations/adaptive equipment • Use of communication devices • Work environment • Staff supports needed • Social interactions • Student’s mobility • Specific skill development

  15. Use of Videotaping • iMovies or other DVD software • Depicts “live” demonstration of student performance • Provides info re: task and environment • Important to use short clips! • Entertaining and informative

  16. When choosing photos…. What is the “message” that you want to convey???

  17. An Effective Portfolio Development Process • Requires “teamwork” involving the student, their family, teachers, job developer & all persons familiar with the student’s abilities and interests • Requires long term commitment by the team • Requires the capacity to capture video and still images of the student working in school and in the community

  18. How is a portfolio organized? • The Individual’s Perspective • Personal Information • Communication • Daily Living Skills • Work and Volunteer Experiences • Leisure/Recreation Activities • Community Skills • Medical/Clinical Information

  19. The Individual’s Perspective • Portfolio Cover • Photo Introduction Page • All About Me • Bio-Poem

  20. Personal Information • Student Personal Fact Sheet • Demographic information and basic info re: vision, hearing, physical needs, etc. • A snapshot of the student • Adult Planning Worksheet • Work experience, leisure likes/dislikes, framework for the future - living, day/work, leisure • What have they been doing and how can it be useful in the future?

  21. Personal Information • Recommended Schedule Worksheet • What would an ideal day schedule look like? • Expanded Student Profile Worksheet • Lists student’s strengths, likes, dislikes, and learning style

  22. Communication • Language and Communication Profile • Describes in a chart format - receptive and expressive communication skills: verbal, gestures, sign language, objects, written, and technology • “info-at-a-glance” • Calendar System Description • Describes the types of system(s) a student uses and how they use it • Photos of Calendar System and Symbols • To show set up and use

  23. Daily Living Skills • Task Analysis, Photographs and Brief Description • Morning routine • Night routine • Meal program/set-up • Adaptive equipment needs • Cooking • Food likes/dislikes • Money use • Hearing aids and eyeglasses • Toileting

  24. Work and Volunteer Experiences • Interest Inventory Worksheet • Vocational Assessment • Resume’ Worksheet • Work Experiences Placement Map • Work-Specific Communication Boards/Books • Recognition/Awards/Recommendations • Assistive Technology and/or Adaptive Equipment

  25. Leisure and Recreation • Task Analysis, Photographs and Brief Description • Swim skills • Gym skills • Individual leisure and hobby skills • Group leisure and team skills • Indoor leisure activities • Outdoor leisure activities

  26. Community Skills • Task Analysis, Photographs and Brief Description • Grocery shopping • Other shopping • Community services (banking, post office, library, etc.) • Community travel and transportation • Community recreation • Adult education

  27. Medical and Clinical Reports • Recent evaluation reports • Adaptive equipment needs • Positioning and handling needs • Therapy needs • O&M needs • Behavior support needs

  28. Resources: • School-to-Work: Developing Transition Portfolios for Students with Significant Disabilities • Bridgeo, Gicklhorn, & Zatta, 2007 • http://www.perkins.org/resources/educational-publications/

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