Texas School for the Blind & Visually
Impaired Outreach Programs
www.tsbvi.edu
512-454-8631
Superintendent William Daugherty
Outreach Director Cyral Miller
Texas Focus: Learning From Near to Far
Creating Vocational and Transition Portfolios for
Adolescents who are Blind or Visually Impaired
with Additional Disabilities
Time: 10:30 AM-12:00 PM
Date: June 11, 2010
Presented by
Dr. Mary Zatta, Assistant Education Director and
Wendy Bridgeo, Vocational Teacher
Perkins School for the Blind, Watertown, MA
Developed for
Texas School for the Blind & Visually Impaired
Outreach Programs
2010 Texas Focus: Learning From Near To Far – Bridgeo & Zatta
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Creating Vocational and Transition Portfolios for
Adolescents who are Blind or Visually Impaired with
Additional Disabilties
Mary C. Zatta, Ph.D.
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.
 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
 Because….
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.
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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?
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Three ring binder
Sheet protectors
Photo pages
Camera
Video camera (optional)
Permission to photograph
HELPFUL HINTS AND HOW-TO’S
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Creation of Portfolio w/ Student Participation
Information-At-A-Glance - “User-Friendly” Format
Demonstration of Teaching Strategies
Use of Pictures and Videotaping
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USE OF PICTURES AND VIDEOTAPES
Every picture tells a story!!!
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Pictures provide a clearer vision of the student
Mode of communication
Personality
Strengths and abilities
Level of independence/participation
Level of support required
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
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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
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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
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Portfolio Cover
Photo Introduction Page
All About Me
Bio-Poem
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?
 Recommended Schedule Worksheet
 What would an ideal day schedule look like?
 Expanded Student Profile Worksheet
 Lists student’s strengths, likes, dislikes, and learning style
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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
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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
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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
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Leisure and Recreation
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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
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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
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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/educational-publications/
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Texas School for the Blind & Visually Impaired
Outreach Programs
1100 West 45th Street
Austin, Texas 78756
512-454-8631
www.tsbvi.edu
Figure 1 TSBVI Outreach Programs logo
Figure 2 OSEP logo
This project is supported by the U.S. Department of Education, Office of
Special Education Programs (OSEP). Opinions expressed herein are
those of the authors and do not necessarily represent the position of the
U.S. Department of Education.
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