Transition Portfolios For Students With Disabilities: How To

Description:
'Transition Portfolios for Students With Disabilities' offers practical details on gathering critical information, including tips on what to include, sources, and timelines. It also shows you how to collect and include: educational components, including learning style, physical influences, and environmental influences; accommodations to instruction, environment, or materials; medical information; students' communication styles; and, positive behaviour support plans. The authors also include a section on how to collect personal information about students, as well as sample mapping sessions as examples, and they provide easy-to-use charts and tables to help you develop a successful transition portfolio for your students with disabilities.

Review:
'This book on transition portfolios provides state-of-the-art information on transitioning needs of a wide range of students with disabilities, including those with the most complex needs. Filled with practical ideas and strategies, this book supports the efforts of teachers and families to help the student progress successfully through the educational experience.' -- June Downing, Professor

Table of Contents:
About the Authors Introduction 1. Gathering Information to Create a Transition Portfolio Contents of a Portfolio Sources of Information Timelines for Developing a Portfolio Summary 2. Collecting Personal Information About the Student Information-Gathering Techniques Summary Additional Resources 3. Including Medical Information in a Portfolio Components of a Medical Section Summary Additional Resources 4. Educational Programming Educational Components of a Portfolio Summary Additional Resources 5. Adaptations and Supports Assistive Technology Individualized Accomodations to Instruction, Environment, or Materials Specialized Accomodations for Visual and Hearing Impairments Assistance From Other People Summary Additional Resources 6. Special Considerations for Students With Physical Impairments Appropriate Positioning of Students With Physical Impairments Summary Additional Resources 7. Communication Documenting the Student's Receptive and Expressive Communication Communication Opportunities Communication Partners and Communication Topics Teaching Communication Skills Summary Additional Resources 8. Behavior Support and Reinforcement Strategies Effective Reinforcement Strategies Functional Behavior Assessment Underlying Assumptions Completing a Functional Behavior Assessment Developing a Positive Behavior Support Plan Summary Additional Resources 9. Teaming, Problem Solving, and Keeping Notes Elements of an Effective Collaborative Team Getting Organized and Making Decisions Collaborative Problem Solving Writing It All Down Summary Additional Resources Final Thoughts Appendix A: Suzie's Case Study Appendix B: Steve's Case Study Appendix C: Patrick's Case Study References Index

Author Biography:
MaryAnn Demchak has worked in the field of special education for over 20 years as a classroom teacher, project director, and university professor. She has direct experience with individuals with severe, multiple disabilities and experience with those who have mild disabilities. Currently, she teaches courses in severe, multiple disabilities at the Univeristy of Nevada, Reno as well as directs a technical assistance project for students who are deafblind. She has numerous publications and conference presentations related to various special education issues (e.g., instruction of students with severe, multiple disabilities; planning for students with challenging behaviors).