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The Portage Project

The Portage Project Three main points support the mission of the Portage Project. First, it is committed to creating and enhancing the quality of educational programs. Second, its goal is to develop and distribute materials that are used to support quality early childhood programs. Third, all programs are centered and guided by the children and their families (Herwig, 1995). The Portage model proposes that parent or primary caregiver interaction is essential to successful early intervention. It also states that the home or other least restrictive environments are natural and significant learning environments. The Portage model adds that intervention objectives and strategies must be individualized for each child and family based on their resources, priorities and concerns. This model further emphasizes that data collection is important to reinforce positive changes and to make ongoing intervention decisions (Sampon & Wollenburg, 1998). The Portage Project was created 32 years ago in Portage, Wisconsin, in response to the need to provide services in rural communities to young children with disabilities. It was first funded by the Bureau of Education for the Handicapped (B.E.H). Portage is known for early intervention and development of intervention systems in the community. Its success relies heavily on parental involvement. This requires the enhancement of the development of young children with disabilities. All parents need to first understand that development of the child occurs sequentially in nature. Secondly, they must believe that the child's development can be influenced and impacted by their efforts. A final assumption that needs to be met if family involvement is to be implemented is parental acceptance of their role in actively facilitating their child's development (Simeonsson, 1991). The specific components of the original Portage Model included child assessment using formal standardized tools and informal curriculum assessment. Using this assessment information, the home teacher and parent target skills and behaviors to be taught. Typically, about four specific behaviors are selected during each weekly home visit. If a family suspects their child may have a disability, they are usually referred to a program that uses the Portage model. The parents bring the child to the location for assessment. If the association determines that the child has an intellectual disability, it will recommend the family use the Portage kit. The Portage kit includes an Activity Card File that consists of 580 developmentally sequenced behaviors from birth to age six in five areas: Socialization, Self-Help, Language, Cognition, and Motor Skills (Bluma, Shearer, Frohman, & Hilliard, 1976). The parents are taught how to use the cards to advance their child's development. The activity cards and guidelines are designed to use play and daily routines to support the child's development and to incorporate developmental skills into activities of everyday life. Another key to the Portage Kit is keeping a checklist to track the child's progress. In addition, this is used to guide and monitor the child's development. For example, pretend that a three-year-old female is suspected of having a disability. The parents have already notified an appropriate association and have received the Portage Kit. Because this child has never obtained a previous standardized test score, the parents begin testing her at skills that are one age level below her chronological age. As the parents begin the testing, she should be able to perform the first 10-15 skills. If not, the parents need to start the project at a lower age level. They continue testing until she reaches a point where she can no longer perform the next 10-15 skills. This stopping point signifies where the learned skills have ended and the teaching should begin. Through the years, the Portage Project has made some changes to update their model. Three primary areas have been modified. They are as follows: including the full family and the community in which they live, creating a stronger and more active commitment to family guided intervention, and emphasizing parent-child interaction as a focus of the intervention process (Special Training for Special Needs, 1996). It is important to offer a broad-based intervention system, which is compatible with the family's life and recognizes the multiple influences and resources that effect the family. The Portage Program is a well structured system to guide family members in the home (and community), allowing them to help their child in a comfortable environment. Portage learning activities stimulate the acquisition of developmental milestones that will surely lead to greater independence and continued parental involvement. As with many popular approaches, Portage has both strengths and weaknesses. Although the system is highly structured, it is also modifiable to reach individual needs. It is inexpensive, available and easy to use. It is also more continuous than most other segmented learning approaches. Another advantage to this program is that it can also be used with older children with a range of impairments if the curriculum is modified. The testing process is non-invasive and can be used in an environment where the child feels safe and secure. By having the parent administer the tests, the child feels less anxiety and pressure, than if a stranger was asking them the questions. There are, however, a few weaknesses to the Portage Project. The system places an additional burden on parents to help their struggling child. It unfairly shifts responsibility from the community to the family. Also, the testing is done individually, so the child is in isolation during the exercises. Currently, Portage is limited in its range of ages and categories of disability served. There is also a need for additional research on the effectiveness of the modified and expanded approaches to the Portage system. The Portage model of early intervention had had documented success throughout the nation and continues to adhere to the theoretical principles upon which it was founded. Portage sees the family as operating within an economic, political and societal system that mediates the style of interactions they use with their young children. This project also makes the parents central in deciding the appropriate intervention for their child and family. Through the use of these suggestions, any child would surely benefit from the Portage Project. Bibliography: Bibliography Bluma, S., Shearer, M., Frohman, A., & Hilliard, J. (1976). Portage Guide to Early Education Manual. Wisconsin: Cooperative Educational Service Agency #12. Herwig, J. (1995). Educational Programs that Work: The Portage Project [On-line]. Wisconsin: Cooperative Educational Service Agency #12. Sampon, M.A & Wollenburg, K., (1998). Portage Project/CESA5 [On-line]. Portage, Wisconsin. Simeonsson, R.J., (1991). Early Prevention of Childhood Disability in Developing Countries. International Journal of Rehabilitation Research, vol 14, no. 1, pp. 1-12. A Competency-Based Training Program for Personnel Working With Young Children Who Have Special Needs (1996). Special Training for Special Needs, 8-12.

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