1. Multimedia Portfolios and Web-based Supports for Students with ASD Presented to Columbia Regional Autism Specialists March 10th, 2014 Tobias Rickard

2. Agenda  Check-in  Overview of Web-based Transition Portfolio’s and other accessible supports  Why this approach is effective for Individuals with Autism Spectrum Disorders  Limitations and Potential  Questions

3. What is a web-based portfolio?

5. What is an online multimedia portfolio? A content management system for individualized materials that represent each students unique skills, work abilities, and preferences. A resume for the 21 st century. Can include video of the student on the job, work evaluations, rating scales, and a summary of performance. A roadmap for where the student wants to go in the future. Including web-based linkages to community supports that can be accessed by the student and their teams.

6. General Overview of the Process 1. Synergize the Notebook Version. 2. Figure out what works for your special education teams 3. Integrate critical components recommended in evidence based practices and required by law. 4. Get feedback from the student and their support teams.

7. Why do online portfolios? Unemployment rates for people with autism are at 93%. Tools like this can help address communication and social barriers. Lack of student involvement in IEP's. Many students do not know what is in their IEP, or how it really relates to them. Lack of self advocacy at college. Only 40% of students with disabilities ask for accommodations they are entitled to.

8. Transition is complicated Multiple Stakeholders Variability and turnover of support personnel The need for cognitive accessibility Individualized supports and fundamental dignity

9. Self-determination: o As part of the process in developing their own portfolio, students choose what content to include, and what their personal roadmap will look like. Student directed planning: o Students learn skills to develop their own long term goals and break them down in smaller steps. All plans are made around the student’s own vision for their future.

10. Students who have benefited Students moving from high school to post- graduate services. Students moving from school district services into service agency supports. We are also using this for 5 th to 6 th grade transitions, and 8 th to 9 th grade.

11. What’s it look like?

12. Why do online portfolios? Portability: helps solve the tendency of paper to get buried in files and not make transition jumps with the student. Involvement: The student becomes a more active partner in managing a personal archive, understanding their IEP, and infusing their interests into their portfolio. More accurate understanding: New service providers can get a comprehensive picture of the student’s skills and abilities.

13. RESEARCH Curriculum and Supports that are Universal Designed Video-modeling Interest-based programming People benefit from enriched media to organize, prioritize, and recall information (addresses executive functioning barriers like working memory) Students with autism spectrum disorders benefit from:

14. Universal design Accessibility: Icons can be used to increase visual navigation. Readily incorporates the use of pictures and video. Easy interface for adding new content. Easy to customize or simplify depending on individual user needs. Helps Address: Accommodations and Modifications Tools for self-advocacy Generalization issues Executive functioning barriers UD is designing systems to be accessible to all users. http://www.cast.org/udl/

15. Video Modeling Can Empower People:

16. The Importance of Interest Based Programming: There is an abundance of autism research on infusing a student’s special interests into their service programming. Students are more engaged and participate more when the content is relevant and meaningful to them. Best job or career success often comes when special interests are considered.

18. Student involvement

19. Nate’s Career Goal

20. Interagency Collaboration Communication with team members The content management feature allows for easy posting of messages between team members. Documents, pictures and video can be posted and shared. It can serve as a timeline of the student’s achievements and ongoing supports. Community linkages for families Helps families understand and navigate the myriad of services. Addresses the high staff turnover rates. It reflects the student and family values, hopes, and dreams. Synergy of combined efforts Don’t have to reinvent the wheel or start over again in isolation.

21. Where is Russell now?

22. Wordpress Portfolio is still active

23. Choice and Voice When a student has writing barriers, this format of using picture and video can help give them a voice. With unique student learning styles, the portfolio can be a cognitive touchstone.

24. About Our Efforts in 4J: The Oregon Commission on Autism Spectrum Disorders: funded a grant to develop and implement electronic transition portfolios. The project was run as a pilot program with 45 students in the Eugene School District. Data and results were reported in June 2013, with full implementation guides and video training provided. Thank you’s go out to Brian Naghaski and Mary Jo Erickson, the OCASD Transition Subcommittee, Santa Fe, and all our Eugene Implementation Teams.

25. Limitations Who takes the lead and helps the student get started? Technology proficiency. Initial time investment. Content management systems, like Wordpress, are not universally designed. Disclosure of disability and privacy concerns.

26. Google Blogs is Free. Issues with content security. Can be password protected. WordPress has great potential but is limited. User interface is complicated There are many commercial portfolio management systems out there. Problem is on the content development side they are not universally designed for cognitive accessibility.

27. Questions & Comments

28. Resources and References 4J School District Portfolio Project: http://blogs.4j.lane.edu/postsecondarytransitionportfolio/ http://blogs.4j.lane.edu/postsecondarytransitionportfolio/ Ohio Center for Autism and Low Incidence (OCALI): http://www.ocali.org/http://www.ocali.org/ Addressing Disclosure: http://www.ncwd-youth.info/411-on-disability-disclosure http://www.ncwd-youth.info/411-on-disability-disclosure Zarrow Center Transition Materials: http://www.ou.edu/content/education/centers-and- partnerships/zarrow/trasition-education-materials.html http://www.ou.edu/content/education/centers-and- partnerships/zarrow/trasition-education-materials.html More on Universal Design: http://www.cast.org/udl/http://www.cast.org/udl/