NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ902574
Record Type: Journal
Publication Date: 2010-Nov
Pages: 7
Abstractor: ERIC
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1053-4512
Digital Transition Portfolios for Secondary Students with Disabilities
Black, Jenn
Intervention in School and Clinic, v46 n2 p118-124 Nov 2010
Transition services for secondary students with disabilities are defined by the Individuals with Disabilities Education Improvement Act (IDEA) as a coordinated set of activities contained in a results-oriented process to improve educational and functional outcomes. The most popular strategy used to prepare secondary students with high-incidence disabilities for life after high school is one in which the student attends, contributes to, and assumes some responsibility for the individualized education program (IEP) and transition plan. However, waiting for an annual meeting during high school does not offer enough time or opportunity to practice the skills of self-advocacy. This article discusses the use of digital transition portfolios as a strategy to promote self-advocacy. Oftentimes special education teachers and parents of students with disabilities will assume and maintain the responsibility for their students' transition plan and portfolio contents. By teaching students with disabilities to develop their own transition portfolios via digital media, they have the opportunity to practice self-advocacy skills and be more prepared for annual IEP meetings. When secondary students with disabilities develop, maintain, and share their transition portfolio, the likelihood of personal accountability for academics, pride in the products developed, and sense of ownership increases, while the dependence upon teachers and parents decreases. Digital transition portfolios have the potential to serve as another strategy to further the development of self-advocacy for secondary students with disabilities. (Contains 4 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act