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

21. 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?

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

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

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