Portfolio review evaluations for nonverbal children

What is required for the portfolio review evaluation for a nonverbal student?

A portfolio, aka records—just as it would be for any other student: Records of the learning that fit the student's ability level.

The portfolio should include:

1. A log of educational activities--the parent keeps records of the learning that's happening. This could be a calendar or planner and might mostly list therapies if that's what the child needs at this point.

2. Titles of reading materials--these would mostly likely be materials that someone reads to the child or uses to teach vocabulary. They could be titles of workbooks, sets of flashcards, picture books or other materials used to teach vocabulary, bedtime stories, or whatever is being used--even if someone else is reading it to the child.

3. Samples of materials used by or generated by the child--these can be  produced by the child or materials used by the child. Photos can be great to show what the child is learning and doing. Photos of flashcards or pages read to the child. Records showing learning materials used in therapies can work. 

In my experience, parents of nonverbal children are likely to have paperwork from therapists and other medical people assessing the child's progress and likely outlining a plan to work with the child. This might be an important portion of the portfolio.

The parent is likely to have things like flashcards--which could be samples as they are materials used with the child--or descriptions of therapies done, perhaps lists of words therapists are working on with the child, or maybe even descriptions of skills being worked on such as using a spoon or potty training. Photos of the child working on using a spoon or learning to hold a pencil can definitely be considered samples if that's the level that the student is at.


The law asks that the portfolio review evaluation look for evidence of educational progress commensurate with ability. So ability definitely needs to be taken into consideration. And if the child hasn't learned to self-feed or use the toilet, those are typically considered necessary skills to proceeding in academics. We want to see that the child is being educated at whatever level the student can handle.


Seeing documentation of the special needs is helpful, so that we can document that this child falls under IDEA (Federal law protecting students with disabilities) and can make accommodations if needed in how the evaluation works.


We have evaluated many nonverbal children since 2003. I've watched as many of them grow up. Of course, I can’t guarantee success but I have seen many success stories. It's amazing to see children who were nonverbal for the first several years of their formal education who in their teen years are successfully taking college courses or running businesses. A few years ago, one such student sent me some artwork that she had made to sell through her own business--beautiful resin ornaments--in thanks when she graduated high school as a home education student.

Most parents of nonverbal students use our online/email evaluation option and share documentation with us via email after filling out our online form. Then we typically call to speak with the student--the conversation is one-sided with us telling the student about the progress seen, usually while the student listens on speakerphone.

Some use instead our video call option and have the student present to listen to the discussion as the parent shares records on camera or via screen-sharing.
For more details see: Starting an Evaluation


If the student is using the Unique Abilities Scholarship with Step Up for Students, after submitting the evaluation request form to start the evaluation, you can choose to skip the payment form and instead reserve payment for the evaluation directly through SUFS's EMA system. See here for more details:
https://www.flhomeschoolevaluations.com/sufsema.html