Self-Determination Strategies Session I: Student Portfoliosidahotc.com/Portals/57/Course Files/SDPSD/Student Portfolios_1 slid… · The impetus for the creation of student portfolios.
Post on 23-Jul-2020
1 Views
Preview:
Transcript
10/12/2016
1
Self-Determination Strategies
Session I:Student Portfolios
Self-Determination Strategies
Session I:Student Portfolios
Kathy Doeringkathydoering00@gmail.com
Kathy Doeringkathydoering00@gmail.com
10/12/2016
2
“Memory Book”
My Personal StoryThe impetus for the creation of student portfolios
10/12/2016
3
How the Portfolio can be used•Building Capacity: To build up self efficacy and positive feelings•To focus on the positives versus over reliance on needs, problems,or deficits•Self-Awareness; Empowerment of Others: For the student to share with their teachers, peers, educators, and others to help them better understand and know how to support the student•Communication: As a communication method•Socialization: As a means to introduce themselves, interact and socialize with others, and to discover commonalities, common interests•Advocacy: Students can share and more actively participate in student planning meetings•Futures Planning: To help with transitioning to the next level and exiting the school system and movement to adult life
*Portfolios are the first step in truly getting to know and effectively supporting students
10/12/2016
4
Portfolio System Formats
• Binder
• Scrapbook
• Ring of topic/information cards
• Electronic formats (Word, PowerPoint)
• AAC Devices
• Condensed Informational Tool
Make the system as portable as possible
10/12/2016
5
10/12/2016
6
10/12/2016
7
When Should Portfolios Be Developed?
• As early as possible and with familyinvolvement
• Begin a basic process at the preschool/elementary level – it will start small & build
• Revise and expand regularly as needed, particularly as each major transition approaches
• Continue the process and use/revise the portfolio throughout the school years into transition and adult life
10/12/2016
8
What Is The Desired Length of a Portfolio?
• The length is determined based on:- The purpose (what type of portfolio selected)- How the portfolio will be used- Who the portfolio will be shared with
• The most important thing is to documentessential information together with the student and involve the family. Then involve a team of people who truly are about the student
10/12/2016
9
A general introduction can help delineate the purpose of the portfolio and can be helpful and self-explanatory. This is optional.
10/12/2016
10
10/12/2016
11
10/12/2016
12
Included in one student’s portfolio:
10/12/2016
13
Important Implementation Strategies
• Involve the student as the content is based on student input, interests, preferences, needs, etc.
• Spend time getting to know the student and find out what matters to them.
• Listen and let the student lead the process whenever possible.
• Give the student choices if they aren’t contributing; help and coach them to identify strengths, needs, goals, etc.
• *If writing is a challenge for the student, the facilitator should do the writing. Make the process easy and comfortable for the student. Make the content legible so everyone can access it.
• If a student has never been asked to generate positives about themselves, they will need mentoring and support.
• Write the text from the student’s point of view.
10/12/2016
14
Students With The Most Significant Disabilities
• Develop the portfolio with the people who know the student best
• Conduct interviews and gather information
• Observe student actions to determine likes/dislikes; present choices to student
• Put concise, written information together to help others get to know the individual
• It is essential to work with the family and generate a tool that can also be used at home with respite staff, therapists, etc.
10/12/2016
15
Helpful Hints for Portfolio Development
• Design a "Portable System" for the student, useful as an instructional, support, and empowerment tool
• Create Cover Page: title, pictures, & decorations selected by the student
• NO page numbers
• Labelled tabs can help find key information quickly (optional)
• One page should contain 1-2 topics max. (EX: Likes/Dislikes)
• *Written, bulleted lists: Easier to read and quickly access information
• Pictures, icons - Visuals make the portfolio more engaging
• Individualize content & be sensitive to culture, religion, traditions
• Make the portfolio as self-explanatory as possible
10/12/2016
16
• Learn More About Me!
• Hooray For Henry
• Caylan’s Future
• All About Xavier
• All About Me
• I am Important!
• Get To Know Me!
• Andy-Saurus Rex!
• VIP Adham
• Here is My Story
Student Generates Titles
10/12/2016
17
Content About The StudentContains information about the student that paints a positive portrait of who they are
Sample Items to Incorporate (Individualize)
• Personal information (birthday, family, pets, friends)• Strengths and abilities; I am good at• Interests, preferences, favorites, hobbies, extra-curricular activities• Things I like/Things I don’t like• I need to work on; I want to learn; I need help with• My feelings; My emotions; "When I get upset… I can"• Self-awareness of disability, learning style, accommodations• These are my goals (written in student-friendly language); Growth Areas• Things that are hard; Challenges & Struggles; Ways to Overcome Struggles• Career interests, work experiences, Some day I want to be…• My Dreams• Future Plans, Goals for the Future, Where I want to live• Why I am special
(Meaningful and concisely presented artifacts & photos can also be included)
10/12/2016
18
Sample PortfoliosSystems & Pages
10/12/2016
19
Gathering Information from the Family
How can we get this information electronically from parents so they can easily update yearly?
10/12/2016
20
Obtain Written Input From Families
Note: You will have to interview
some families
10/12/2016
21
Preschool Example
10/12/2016
22
Velcro items to change as the child’s interests change:
10/12/2016
23
10/12/2016
24
Text
10/12/2016
25
Student with significant, multiple disabilities(System attaches to wheelchair)
10/12/2016
26
10/12/2016
27
10/12/2016
28
10/12/2016
29
10/12/2016
30
10/12/2016
31
Jenny Bernstein
10/12/2016
32
Taken from the visual portfolioand entered into an
electronic document for easy updating and to share
when transitioning
10/12/2016
33
10/12/2016
34
*Remember that pictures and icons used must be age-
appropriate
10/12/2016
35
For a student with a visual impairment
10/12/2016
36
Self- Affirmations:
“I believe in myself”
“I am capable of achieving my goals”
“Don’t panic, everything will be okay”
“It is my life, it’s time to shine and work hard”
“I can do it!”
Review many times, place in portfolio, and have student reflect in order to influence positive action
10/12/2016
37
10/12/2016
38
10/12/2016
39
10/12/2016
40
10/12/2016
41
10/12/2016
42
Examples for Individualswith Visual Impairments
10/12/2016
43
Disability - Self-Knowledge
10/12/2016
44
10/12/2016
45
10/12/2016
46
10/12/2016
47
10/12/2016
48
10/12/2016
49
10/12/2016
50
10/12/2016
51
Instructional: Appropriate Interactions
10/12/2016
52
10/12/2016
53
10/12/2016
54
10/12/2016
55
This image cannot currently be displayed.
10/12/2016
56
10/12/2016
57
Student at
Middle School Level
10/12/2016
58
10/12/2016
59
10/12/2016
60
Student Sharing of Portfolio• After the portfolio has been developed, the
student can share the portfolio with another person, such as a general education teacher, peer, support staff, administrator.
• The sharing builds self-advocacy and helps other people understand, get to know, and learn how to best support the individual.
• The student should be coached to share key information with others (practice sessions help)
10/12/2016
61
Shortened Informational and Empowerment Tools
One to Two Page Summaries:
• From a comprehensive portfolio to a moreconcise version
• Can be developed and utilized to quickly have essential information shared, given restrictive time constraints
10/12/2016
62
10/12/2016
63
10/12/2016
64
My Motto is“I CAN”
10/12/2016
65
10/12/2016
66
Overall Message
• The portfolio is a powerful individual tool of positivity, affirmations, empowering voice, identification of needs and supports.
• Helps create a capacity building framework.
• The portfolio increases student pride, confidence, productivity, ownership & self-advocacy
• Can result in less reliance on adults and families.
• Coaching a student to develop and use this tool can bring about self-determination skills and important results and outcomes!
top related