ERIC EJ967097: Activate Your Student IEP Team Member Using Technology: How Electronic Portfolios Can Bring the Student Voice to Life!

0.32 MB·English

by  ERIC

Activate Your Student IEP Team
Member Using Technology:
How Electronic Portfolios Can Bring the
Student Voice to Life!
Susan Glor-Scheib
Heather Telthorster
An Article Published in
TEACHING Exceptional Children Plus
Volume 2, Issue 3, January 2006
Copyright © 2006 by the author. This work is licensed to the public under the Creative Commons Attri-
bution License.
Activate Your Student IEP Team Member Using
Technology: How Electronic Portfolios Can Bring the
Student Voice to Life!
Susan Glor-Scheib
Heather Telthorster
Abstract
The skills of self-determination and self-advocacy are essential for success in adult life.
As educators, we want students with disabilities to participate and be significantly in-
volved in the development and implementation of their IEPs, including involvement in
IEP and transition planning meetings. By planning, preparing, and presenting an elec-
tronic portfolio at one’s own IEP meeting, the student not only becomes an authentic par-
ticipant, but a self-advocate who has decided, prior to the meeting, his or her strengths,
skills, and preferences that he or she would like to share with other IEP team members.
Making decisions about perceived strengths and preferences in the planning and prepara-
tion of one’s electronic portfolio demonstrates self-determination. By showing an elec-
tronic portfolio at the beginning of an IEP meeting, the student ensures that his or her
voice is heard, preferences articulated, and strengths and interests are brought before the
team.
Keywords
transition, electronic portfolios, individualized education programs, IEP, self advocacy
SUGGESTED CITATION:

Glor-Scheib, S. & Telthorster, H. (2006). Activate your student IEP team member using technol-
ogy: How electronic portfolios can bring the student voice to life! TEACHING Exceptional Chil-
dren Plus, 2(3) Article 1. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol2/iss3/art1
For a student receiving special educa- Why electronic portfolios?
tion services, particularly throughout transi- This article describes a planning and
tion planning, the attributes of self- presentation tool, an electronic portfolio, as it
determination and personal agency take on applies to participating in transition and IEP
new meaning as the student prepares for adult processes. Historically, as appreciation for
life. Self-determination has been summarized authenticity in performance assessment has
by Field, Martin, Miller, Ward, and Weh- developed, the portfolio, defined as an or-
meyer (1998) as: ganized collection of student products (Gal-
…a combination of skills, knowl- lagher, 1998), has become a popular tool in
edge and beliefs that enables a per- documenting student performance and pro-
son to engage in goal-directed, self- gress. Utilizing a range of technologies typi-
regulated, autonomous behavior. An cally available to students, electronic portfo-
understanding of one’s strengths lios have also become more prominent in
and limitations together with a be- American school settings (Ahn, 2004). Stu-
lief in oneself as capable and effec- dents are taught to use programs such as
tive are essential to self- PowerPoint during their elementary years in
determination. When acting on the order to display their work (D’Ambrosio,
basis of these skills and attitudes, 2003). This mode of communication enables
individuals have a greater ability to a student to tell a detailed story (Stiggins,
take control of their lives and as- 2001).
sume the role of successful adults in Shifting focus in the portfolio’s mes-
our society (p.2) sage from assessment of student work to evi-
At question is how to provide opportunity, dence of student strengths, interests, skills,
support, and assistance to students with dis- and goals has obvious benefits for the student
abilities in becoming more self-determined. IEP team member. The use of technology for
Teaching students the various IEP compo- students with limited communication allows
nents and how to participate in or lead their students to display preferences and goals
IEP meetings is one way of helping them visually. Student motivation and first-hand
become better self-advocates as they apply involvement in the portfolio process is en-
the skills of self-determination, goal setting hanced by the use of technology. Deborah
and self-evaluation (Mason, McGahee-Kovac, Metcalf, CEC’s Clarissa
& Johnson, 2004, McGahee, Mason, Wallace, Hug Teacher of the Year
An electronic
& Jones, 2001). In many cases, however, stu- (2004), when asked about portfolio simply
dents are invited but very few are prepared to advantages for students in documents a
student’s inter-
participate as full team members. Students creating electronic port-
ests, activities,
may feel overwhelmed or uncomfortable de- folios, remarked, “They job shadowing
scribing their goals and interests in the pres- take ownership of their experiences,
and ideas for
ence of numerous adults. Indeed, for many work. They pushed them-
future plans.
students with communication disorders, the selves a little harder…It
idea of leading or even participating in a also gets parents involved
meeting may be too daunting to consider. because their kids are excited.” With the
added incentive of using various technologies
(e.g., PowerPoint software, digital photogra-
phy, scanners, etc.), the development of an -a student has helped a landscaper plant
electronic portfolio, which incorporates a stu- decorative shrubs at a new office complex
dent’s interests, perceived abilities, job shad- and would like to learn more about what
owing, work, or volunteer experiences, is a landscapers do;
strategy to help students apply the critical -a student has taken a high school course in
skills of self-determination, goal setting, and photography and would like to pursue
self-evaluation. further experiences either through job
The electronic portfolio can be con- shadowing or as work experience in a lo-
sidered a planned, prepared, personalized cal film development business.
statement that is communicated to team In every example, something has sparked a
members during the IEP meeting. What is student’s interest and he or she wants to pur-
included in the portfolio depends on the stu- sue the interest through work, volunteer expe-
dent. Students who are just beginning their rience, or course work. In addition to voca-
participation in IEP and transition planning tional preferences, students also need to con-
may have only a few slides that show images sider preferences, skills, activities, and needs
and text of job-related related to home and community (i.e., aspects
activities, accom- of daily living), recreation and leisure, and/or
Think about a
scrapbook that has plishments, and other post-secondary school planning. So, as a first
been digitized in activities they enjoy or step, students need to be able to identify as-
which pictures and
that highlight their pects of school, work, family, or community
captions have been
organized to docu- strengths. Students life that they find engaging, things that are
ment performances, can create pages about necessary to maximize independence (e.g.,
activities, interests –
responsibilities at learning to drive, mastering public transpor-
anything that’s im-
portant to the per- home and in the tation), as well as things they would like to
son creating it.
community, specific learn more about.
skills, schooling his- Students need an opportunity to think
tory, job shadowing and about and reflect on experiences they’ve had,
work experiences, interests, accomplish- and through a process of self-evaluation, de-
ments, awards - anything a student may want termine what is important to them currently
to communicate to the team. that may also be important to their future.
Students may require the assistance of a port-
Planning an e-portfolio
folio advisor at school or family member at
First, students need to be able to iden-
home to plan and prepare a portfolio. Dis-
tify elements of their lives that are important
cussing their ideas with interested adults may
to them currently and that may be instrumen-
help students articulate preferences, examine
tal to their future. Consider the following sce-
options, and reflect on their decisions. With-
narios as examples of this process:
out such opportunities, students might not
-a student babysits or has volunteered at a
realize the full potential of the e-portfolio
day care center or pre-school program,
process. Being reflective is a prerequisite for
enjoyed care-giving activities, and wants
self-determination, a skill long embraced in
to pursue course work in child develop-
the special education field that can help lead a
ment;
student toward self-advocacy and successful
transition outcomes.
Formatting an electronic portfolio community). We found by using
Although a variety of templates may that, we were able to really build on
be used in creating an electronic portfolio, the her strengths and talk about what
presentation software PowerPoint, is particu- she felt was important rather than
larly useful for electronic portfolios, not just what I felt was important (B. Telt-
for the actual presentation during an IEP horster, personal communication,
meeting, but also for a printed handout that August 19, 2004).
will become part of the student’s record.
An Electronic Portfolio as a Graduation
Team members can easily refer to the handout
Project
during the meeting for examining preferences
Most secondary students are required
the student has brought forward to be acted
to successfully complete a graduation project.
upon and considered by the team for goal
Although many districts have specific project
writing. PowerPoint allows easy importation
guidelines, some consider an e-portfolio as
of digital images or scanned files and has
full or at least partial credit in fulfilling
abundant options for animation, color, and
graduation requirements. An electronic port-
design. Students can personalize their portfo-
folio not only documents a student’s goals,
lios while becoming increasingly adept in
interests, skills, and accomplishments, it also
software applications and image and sound
communicates a student’s development in
technologies. In addition to being user-
technological tools
friendly, PowerPoint allows the student flexi-
and methods. The
bility when updating or making changes to his It may be that for
or her portfolio. skill set required in their first year of
creating an electronic IEP participation,
Students less familiar with computers
usually in high
portfolio will serve
and presentation software or students with school, sometimes
the student throughout in middle school,
increased challenges may need assistance in
high school course they have only three
developing their electronic portfolios. Fortu-
or four slides in
assignments as well as
nately, many students with disabilities often their e-portfolio, but
in post-secondary set- with continued ex-
use a variety of technologies for communica-
periences, job shad-
tings should the stu-
tion, academic performance, and vocation- owing, community-
dent desire further
related activities so developing an electronic based instruction,
education. In fact, by and academic ac-
portfolio may be easily accomplished with the
complishments,
creating and main-
help of others. Families may be a resource for students’ portfolios
the students. One parent who assisted her taining an electronic will grow to reflect
portfolio, students their preferences
daughter in selecting areas of life to include
and dreams.
may discover new
the portfolio stated,
interests and skills in
Heather and I had an opportunity to
technologies otherwise unknown and un-
really discuss what she was inter-
tapped. Students intending to work after high
ested in doing and what we needed
school and who spend part of their school day
to do to help her reach her goals and
at a technology center may focus their portfo-
to build on her gifts…I used I-C-A-
lio pages on products they’ve created or spe-
N to keep myself focused on her,
cialized work they’ve done. In viewing an
too (I - Interests; C - Courses; A -
electronic portfolio as a part of the interview
Abilities; N - Neighborhood or
process, potential employers see the skills and ally helpful to make people under-
commitment students bring to a work experi- stand what I am trying to tell them.
ence. For students intending to matriculate to At a transition IEP meeting, they are
a 2-year or 4-year college or university who talking about my future and they
plan to disclose their disability, the electronic need to know what I like to do and
portfolio can feature characteristics of their what I can do well. As my life
learning strengths, styles, and needs. Such changes, it is easy to update my e-
information is certainly welcomed by college portfolio. My e-portfolio has become
personnel who work with college students my voice at meetings (H. Telthorster,
with disabilities. personal communication, October
20, 2005).
An electronic portfolio as a communication
Adults on their team come to the IEP meeting
device
prepared with files, notes, and voices while
For students with communication dis-
students may bring only anxiety and silence.
orders an electronic portfolio may be a new
By showing the team their electronic portfo-
avenue for participating on their IEP team.
lio, a student brings voice and substance to
Heather, a young woman with central audi-
their role as a team member. A principal, re-
tory processing problems and a communica-
flecting on what a student’s electronic portfo-
tion disorder states the following about her
lio brings to the IEP meeting, stated:
electronic portfolio:
The electronic portfolio is valuable
The people don’t understand what I
in conveying the student’s interests
say when I was at the IEP meet-
and abilities. These kinds of things
ing without an e-portfolio and my
aren’t typically revealed in an IEP
mom had to tell them what I
meeting by the kinds of questions we
said. Right now, my e-portfolio is re-
Quotes from School and Agency IEP Team Members who have participated in IEP meetings
in which a student’s electronic portfolio was presented:
Mark – Office of Vocational Rehabilitation
“…the content of the portfolio would tell me what their skills are, what their background is, what
their work or volunteer history is as well as what their interests are as far as…what kind of career
they would like to have. It gives me some idea of whether job coaching might be appropriate or
some level of post secondary training such as an associate degree, a bachelor’s degree, or even an
adult education program at the career technology center.”
Patty – Special Education Supervisor
“…I really see it as getting the story out…it can provide information that a person with a com-
munication problem could not communicate to others…I think it’s a wonderful tool to use at an
IEP meeting.”
Theresa – Educator
“I have found that students have been very comfortable working with the electronic portfolios.
[Without this communication tool,] many of the students were intimidated when they came to
IEP meetings and very rarely have I gotten them to speak…I think it’s really neat for their parents
to see them as they present their portfolio because sometimes parents aren’t aware that their stu-
dent can actually present and do something at the meeting.”
ask. So, for a student to compose his • Decide who will help you with your e-
own portfolio gives a perspective we portfolio; your parents, family, teachers,
can’t get by asking questions…and and/or friends.
it’s a better, more sincere profile of • Decide what story you want your portfo-
the student…It’s an authentic per- lio to tell. How long do you want it to be?
spective of the student engaged in • Choose some pictures that will help to tell
real life activities that you don’t your story. Examples:
[necessarily] see in a school envi- • Pictures of you at different ages
ronment (T. Haselhoff, personal • Family and friends
communication, August 19, 2004). • Community activities
• Home
An electronic portfolio as an IEP planning
and preparatory tool • School
Electronic portfolios require planning • Work experiences (see Figure 1)
and preparation. The student should begin to • Volunteer experiences
think about their portfolio and what they want • Pets
to communicate several months before the • Vacations
actual meeting. The following are suggestions • Sports
to initiate electronic portfolio planning from a • Hobbies
person who has created and presented hers: • Clubs
Figure 1. Heather’s responsibilities at work
• Take a camera (a disposable one is good) •Decide the order of your pictures to tell
to your job shadowing, work experiences, your story. Do you want to organize your
community activities, and even use story by time or by category of activity?
around the house doing chores. (Taking •You can also use any awards or certifi-
pictures will help you focus on what you cates you have received.
are doing and if you like doing it or if you •Decide which computer program you are
don't like doing it.) For example: with a going to use for your e-portfolio.
picture of the student at a McDonald's •Scan the photos into files on the computer
store, job shadowing, is the caption, “I or import digital pictures.
don't want to cook but I liked cleaning the •Type in the titles or sentences on the pages
tables.” Or at home, “I don't like doing •If you would like to add clip art, sound, or
laundry but I know how to do it.” or, “I
motion, go for it!
really like doing laundry.” Taking pictures •You may want to save your e-portfolio on
of things you do helps you think about
a disk or CD. If you used presentation
what you’re doing and if it is something
software, you can also print handouts to
you want to learn more about.
distribute at your IEP meeting. Update
• Ask your family and friends if they have
your portfolio as often as you want.
any pictures of you they really like. •Be ready to answer questions about why
• Write a sentence about each picture.
you like some of the things you show.
Figure 2. Captioned photographs help tell your story
Figure 3. Clip art and animation are fun and personalize an electronic portfolio
Summary helping the team members “see” the student
The skills of self-determination and as his or her future is considered and dis-
self-advocacy are essential for success in cussed. Every other member comes to the
adult life. As educators, we want students meeting with files, reports, and varying forms
with disabilities to participate and be signifi- of documentation;= why shouldn’t the student
cantly involved in the development and im- be equally equipped?
plementation of their IEPs, including in-
volvement in their IEP and transition planning References
meetings. Creating and presenting an elec-
tronic portfolio at one’s own IEP meeting Ahn, J. (2004). Electronic portfolios: Blend-
demonstrates self-advocacy. Having made ing technology, accountability and
decisions about perceived strengths and pref- Assessment. T H E Journal, 31, (9).
erences in the planning and preparation of D’Ambrosio, J. (2003). E-teaching: Creating
one’s electronic portfolio demonstrates self- web sites and student web portfolios
determination. By showing an electronic port- using Microsoft powerpoint. Lin-
folio at the beginning of an IEP meeting, the worth: CIP.
student ensures that his or her voice is heard,
preferences articulated, and strengths and Field, S., Martin, J., Miller, R., Ward, M., &
interests are brought before the team. The Wehmeyer, M. (1998). A practical
power of an electronic portfolio lies in image; guide to teaching self-determination.
Reston, VA: Council for Exceptional Mason, C. Y., McGahee-Kovac, M., & John-
Children. son, L. (2004). How to help students
lead their IEP meetings. Teaching
Gallagher, J. D. (1998). Classroom assess- Exceptional Children, 36(3), 19-24.
ment for teachers. Upper Saddle
River, NJ: Merrill-Prentice Hall. Stiggins, R.J. (2001). Student-involved class-
room assessment. 3rd Ed. Upper Sad-
McGahee, M., Mason, M., Wallace, T., & dle River, NJ: Merrill-Prentice Hall.
Jones, B. (2001). Student-led IEPs.
Arlington, VA: Council for Excep-
tional Children.
About the authors:
Susan Glor-Scheib is an Associate Professor in the Special Education and Clinical
Services Department at Indiana University of Pennsylvania, and producer of the
video, Student Electronic Portfolios for IEP and Transition Planning.
Heather Telthorster is employed at Diamond Medical Supply in Indiana, PA. In addi-
tion, she teaches sign language to adults and children at the Arc of Indiana County.
Heather inspired and starred in the video.