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ERIC Number: EJ793296
Record Type: Journal
Publication Date: 2005
Pages: 7
Abstractor: Author
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1534-5084
Using Portfolio Assessment to Develop Transition Programs for Students with Mental Retardation
Carothers, Douglas E.; Taylor, Ronald L.
Assessment for Effective Intervention, v30 n4 p33-39 2005
The changing perspectives of mental retardation require the use of assessment techniques that reveal strengths and weaknesses in the individual's present level of functioning and highlight the areas and intensity of needed supports. Portfolios provide such a method of assessment because they are sensitive to small improvements in functioning, allow data to be collected across a variety of skill areas, and communicate development and support activities to caregivers. Additionally, portfolios allow individuals with mental retardation to participate in the assessment process, specifically the selection and evaluation of goals and artifacts. By fulfilling all these functions, portfolios serve as an excellent tool for determining the transition needs of students with mental retardation. (Contains 1 table.)
PRO-ED, Inc. Available from: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A