Creating Futures: Potential of Video Empowerment in Postsecondary Education

Abstract

Social progress benefits from positive future expectations which are often diminished in the disability community and higher education. Considerable potential exists in the use of video and related technologies to create images of positive futures where previously there was none. These potentials stem from proven practices of self modeling and feedforward, methods to teach new skills with carefully planned and edited videos that show future capability of the individual on video. These practices have been applied to a diversity of ages, situations, and human conditions. We extend these practices to video-based futures planning, in which teenagers find meaning in their current educational setting to prepare them for adulthood and to putting individuals with disabilities in control of the video production to assemble television shows illustrating personal advocacy or community environments with positive outcomes for themselves, their families, and their neighbors. The examples show the considerable potential for support in the postsecondary educational environment.

Promoting Self-Determination and Transition Planning Using Technology

“…Results of the student survey indicated participants were satisfied with project activities and liked that the project assisted them in (a) identifying their personal preferences and interests, hopes, and dreams, and (b) empowering them to explore, evaluate, and effectively communicate their wishes for the future through the use of a multimedia format. These findings are similar to those reported by Dowrick and Skouge (2001), Glor-Scheib and Telthorster (2006), and Skouge et al (2007), and the majority of students also expressed that they felt prepared for the future. Although responses related to feeling prepared for the future and having a good plan for achieving dreams were relatively high (i.e., 76% and 85%, respectively), they were among the lowest scores in the student survey.…”

“…One method for encouraging self-advocacy is by teaching students to communicate their hopes and dreams through the use of technology. Several researchers have described the utility of Creating Futures or Video Futures, which is a process that allows young adults with disabilities to develop self-authored multimedia presentations designed to enhance self-determination and self-advocacy (Dowrick & Skouge, 2001). These presentations typically involve having an individual engage in person-centered planning or self-determination activities to identify his or her life choices and then using photos, videos, and/or music to communicate their likes/dislikes, needs, hopes, interests, and dreams to others.…”

Community‐driven learning activities, creating futures: 30,000 people can't be wrong—Can they?

“…A variation on video feedforward has been ''video-based futures planning'' (VBFP; Dowrick & Skouge, 2001;Dowrick, Tallman, & Connor, 2005). These videos do not show 2 min of a specific skill (reading fluency, self-control under stress, etc.…”

Secondary School Curricula Issues: Impact on Postsecondary Students with Disabilities

“…As well, two reading models that have been proven to increase reading achievement include Klingner and Vaughn's Collaborative Strategic Reading that incorporates both reciprocal and cooperative strategies, and Deshler and Schumaker's Strategic Instructional Model that involves strategies such as paraphrasing, visualizing, decoding and concept anchoring (Clapper, Bremer, & Kachgal, 2002). Research also shows that the ability to advocate for oneself in any setting is a key indicator of academic success (Burgstahler, 2002;Dowrick & Skouge, 2001;Izzo & Lamb, 2002;Stodden, et al, 2002;Vernon, Deshler, & Schumaker, 1993).…”