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Priscilla Harvell
Secondary and Speech/Language Specialist

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Question:

Dear Transition Expert:

I teach middle school special day class for students with severe handicaps, e.g., physical, cognitive, speech and language, and other health impaired. The WorkAbility Director in our district shared the Diagnostic Center North's Middle and High School Transition Portfolio, which seem to be geared more to the resource student. My students are capable, I think, of working on such a document if modifications are made. I would like to adapt the self-awareness section to my student. Is this a possibility? What are some activities I can do to help my students create a Middle School Transition Portfolio that reflects who they are and what they want to become. I would also like them to be able to talk about their self-knowledge information at their IEP meeting. Thanks for any suggestions you might have in your repertoire of resources.

Answer:

Your timing is great! I have just finished providing consultation and demonstration teaching services to a middle school special day class teacher of severely handicapped students. Your programs sound similar, e.g., some students are more capable than others. The Middle School Transition Portfolio (MSTP) was used as the curriculum tool. What made the MSTP project a success this year really involved the DCN's focus:

  • to provide student-focused strategies/activities that help students develop self-awareness skills.
  • to help the teacher learn ways to connect existing curriculum standards to Transition requirements for students 13 and older.

My first step was to determine how to modify the MSTP so the students could understand the concept of self-awareness, e.g., strengths, challenges, interests/favorites, etc. My goal was for them to have similar experiences like their less disabled peers. So, after discussions with their teacher, we modified the MSTP using pictures rather than having the students spend too much time writing. Students selected pictures from their favorite magazines, newspapers, and used personal photos to represent their self-awareness information. We used disposable cameras for the personal photos, e.g., snapshots of themselves depicting activities in the community and at home. Gathering information in this manner also allows the parents to become involved in the development of the MSTP by helping the students complete certain activities at home. You may be able to obtain the cameras through your school district, parents or business donations. Other tips to get you started include:

  • Establishment of ground rules. REMEMBER, less is more. Mutual respect was my main rule. Let the students help select other rules. Some that worked for this class: raise your hand before speaking, practice good listening, and treat your portfolio with respect (no scribbling on pages).
  • Introduce the MSTP to the class. Give each student a copy, let him or her hold it, make comments, and ask questions. This is more of a show and tell time. Afterwards, they can complete the personal information on the cover page: write their names, birthdates, and the rest of the page. Provide assistance as needed to complete this and other tasks.
  • Most student in this population have limited experiences about what they know, so help them explore "who they are" by using words they understand, e.g., "easy for you" vs. strengths, or "hard for you" vs. challenges/barriers. Ask them what they want to be when they grow up. One student in a wheelchair wanted to be a ballerina. This was an opportunity for "Joan" to search for ballet dancers with physical disabled individuals on the Internet. She was excited when she found a picture to include in her MSTP depicting her dream to become a ballerina. Take a look at this web site to see the picture she chose: http://www.udel.edu/PR/UpDate/98/8/wheels.html. The students I worked with used The Shield page in the MSTP to record their self-awareness information.
  • Learning styles When discussing learning styles, use role-play to help the students understand the concept; associate the anatomical part of the body, e.g., ear, eyes, and/or hands with how one might use them to learn. For example, you might play music while students are working to show that some of people can still finish their work while listening to music while others cannot. Or, have them cover their eyes and attempt to "read" a book without seeing the words and/or pictures. They can give you other examples.

OTHER TIPS TO REMEMBER THROUGHOUT EACH UNIT OF THE MSTP:

  • Always introduce each section in one large group then have students work in subgroups with you or a paraeducator.
  • Always brainstorm
  • ALWAYS INCLUDE HANDS-ON ACTIVITIES.
  • Remember that there are no set times limits to completing each section of the MSTP. Take your time with each section; know that you have flexibility.
  • Never underestimate the abilities of your students! They can be full of surprises!
  • You can separate the student portfolio, hole punch each page, and place in a notebook to accommodate additional activities.
Once the students accumulate their self-awareness information, have them practice (role-play) in a large group the following: full name, age, school, interests, vocational dream. This activity is video taped and reviewed by the class. They look for the following behaviors in themselves and their peers: mutual respect, listening, eye contact, and speech volume. The final outcome is for your students to share their MSTP with their IEP team. What better way for your students to have a voice in the planning process!

You can bet your students will develop improved self-awareness, build their confidence/self-esteem, and develop stronger social and communication skills as you guide them through the portfolio. These are characteristics they will use as they transition through school and into post-secondary and/or adult living opportunities.

This answer to your question is not an endorsement of the DCN's Middle and High School Transition Portfolio. If you have access to various portfolio samples, look them over and choose what will work best for your students. Remember, the implementation of a portfolio as a tool to document your student's self-awareness skills is an excellent beginning to their having a voice in the planning of their future.

For more specific activity ideas, contact me at (510) 794-2500 ext. 136.

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