10/12/2016 1 Self-Determination Strategies Session I: Student Portfolios Self-Determination Strategies Session I: Student Portfolios Kathy Doering [email protected] Kathy Doering [email protected]
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Self-Determination Strategies
Session I:Student Portfolios
Self-Determination Strategies
Session I:Student Portfolios
Kathy [email protected]
Kathy [email protected]
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“Memory Book”
My Personal StoryThe impetus for the creation of student portfolios
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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
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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
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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
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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
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A general introduction can help delineate the purpose of the portfolio and can be helpful and self-explanatory. This is optional.
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Included in one student’s portfolio:
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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.
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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.
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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
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• 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
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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)
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Sample PortfoliosSystems & Pages
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Gathering Information from the Family
How can we get this information electronically from parents so they can easily update yearly?
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Obtain Written Input From Families
Note: You will have to interview
some families
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Preschool Example
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Velcro items to change as the child’s interests change:
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Text
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Student with significant, multiple disabilities(System attaches to wheelchair)
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Jenny Bernstein
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Taken from the visual portfolioand entered into an
electronic document for easy updating and to share
when transitioning
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*Remember that pictures and icons used must be age-
appropriate
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For a student with a visual impairment
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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
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Examples for Individualswith Visual Impairments
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Disability - Self-Knowledge
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Instructional: Appropriate Interactions
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This image cannot currently be displayed.
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Student at
Middle School Level
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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)
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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
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My Motto is“I CAN”
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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!
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