Creating Vocational and Transition Portfolios for

Adolescents who are Blind or Visually Impaired with Additional

DisabiltiesNE/AER 2010 Fall Conference

Coming TogethAER: Knot Just Sailing Alone

November 4, 2010

Christa Gicklhorn, M.Ed.

Wendy W. Bridgeo, M.Ed.

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

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.

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

Why Portfolios??? (cont.)

Because….

“A picture is worth a thousand

words!”

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.

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.

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.

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.

What do you need to create a portfolio?

• Three ring binder

• Sheet protectors

• Photo pages

• Camera

• Video camera (optional)

• Permission to photograph

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

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

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

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

When choosing photos….

What is the “message” that you want to

convey???

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

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

The Individual’s Perspective

• Portfolio Cover

• Photo Introduction Page

• All About Me

• Bio-Poem

A Biopoem Henry

Who is...handsome, kind, gentle active, and is his own person. Son ofÉ Vanessa and Rodney Tranquille, brother of Ramel. Lover of...family and friends, soft pillows and laying in the grass on a summer day. Who feels...anxious when asked to do things heÕs not sure of and safer in his routines. Who needs...love and affection, and patience at all times, a safe environment, and his own space. Who fears...long car rides and walks, unknown and unfamiliar situations and running out of snacks. Who gives...hearty laughs and smiles, and challenges and rewards to those who know him. Who would like to seeÉ warm relaxing baths and showers to fill his day, and an endless buffet of foods and snacks. Resident of...Brooklyn, New York Rhodes

Compiled by family and staff at Perkins School for the Blind, April 2010

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?

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

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

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

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

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

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

Medical and Clinical Reports

• Recent evaluation reports

• Adaptive equipment needs

• Positioning and handling needs

• Therapy needs

• O&M needs

• Behavior support needs

Resources:

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

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