Because there is not a great deal of documentation pertaining to the use of portfolios for students with special needs, this set of ERIC citations covers a broad range of disabilities and objectives. *********************************************************************** EJ494807 EC610015 Portfolios: Mirrors of Learning. Keefe, Charlotte Hendrick TEACHING Exceptional Children, v27 n2 p66-67 Win 1995 ISSN: 0040-0599 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Target Audience: Teachers; Practitioners A portfolio assessment system is suggested to bind quantitative and qualitative data together to produce a broader reflection of the learning of special education students. The value of portfolios in communicating skills and talents and in reflecting growth is described, along with the importance of student involvement in the process. (JDD) Descriptors: *Disabilities; Elementary Secondary Education; Evaluation Methods; *Portfolios (Background Materials); *Student Evaluation; Student Participation; Student Records EJ497600 EC610300 Transition Planning: Developing a Career Portfolio for Students with Disabilities. Sarkees-Wircenski, Michelle; Wircenski, Jerry L. Career Development for Exceptional Individuals, v17 n2 p203-14 Fall 1994 ISSN: 0885-7288 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) A Career Portfolio approach which documents the competencies of a student with disabilities is explained. The portfolio can be used as the basis for informal vocational assessment, for development of annual and short-term objectives, for vocational counseling, and as a tool to take to job interviews. (DB) Descriptors: *Career Development; *Disabilities; Education Work Relationship; Evaluation Methods; Planning; *Portfolios (Background Materials); Secondary Education; Student Educational Objectives; Student Evaluation; Transitional Programs; Vocational Education; *Vocational Evaluation EJ491123 EC609653 Portfolio Assessment for Students with Learning Disabilities. Schutt, Patricia Walsh; McCabe, Virginia Marie Learning Disabilities: A Multidisciplinary Journal, v5 n2 p81-85 Aug 1994 ISSN: 1046-6819 Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Teachers; Practitioners This article describes the introduction of writing portfolios to elementary school students with learning disabilities in self- contained special education classrooms. It discusses getting started, contents of the portfolio, instructional goals and objectives, conferences, observations, and portfolio evaluation. (Author/DB) Descriptors: Elementary Education; Evaluation Methods; *Learning Disabilities; *Portfolios (Background Materials); Special Classes; *Student Evaluation; Teaching Methods; Writing (Composition); *Writing Instruction Identifiers: *Portfolio Performance Appraisal Systems EJ489527 EC609463 Portfolio-Based Assessment Practices. Swicegood, Philip Intervention in School and Clinic, v30 n1 p6-15 Sep 1994 ISSN: 1053-4512 Available From: UMI Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055); PROJECT DESCRIPTION (141) This article offers a rationale for using portfolios in assessing students with learning disabilities or behavioral disorders; discusses possible portfolio contents, including measures of behavior and adaptive functioning, academic and literacy growth, strategic learning and self-regulation, and language and culture; lists reflective questions for evaluating portfolios; and provides examples of teachers' captions for portfolio pieces. (JDD) Descriptors: *Behavior Disorders; Elementary Secondary Education; *Evaluation Methods; *Learning Disabilities; *Portfolios (Background Materials); *Student Evaluation Identifiers: *Portfolio Performance Appraisal Systems EJ466693 CS745834 Portfolio Use in a Learning Disabilities Resource Room. Hobbs, Rachael Reading and Writing Quarterly: Overcoming Learning Difficulties, v9 n3 p249-61 Jul-Sep 1993 Mini-Theme: Responsive Assessment: A Holistic Approach. ISSN: 0748-7630 Document Type: PROJECT DESCRIPTION (141); TEACHING GUIDE (052); POSITION PAPER (120); JOURNAL ARTICLE (080) Discusses the practice of using a portfolio reporting system in a learning disabilities resource room. Gives several rationales for the superiority of portfolios. Provides specific examples of student work. Provides a detailed description of how to implement portfolio reporting in the classroom, including planning, selection of materials, and structuring of the portfolio. (RS) Descriptors: Grading; *Learning Disabilities; *Portfolios (Background Materials); Resource Room Programs; Secondary Education; *Student Evaluation EJ465431 EC606202 The Role of Curriculum-Based Measurement in Portfolio Assessment. Wesson, Caren L.; King, Robert P. Diagnostique, v18 n1 p27-37 Fall 1992 ISSN: 0737-2477 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners This article describes both portfolio assessment and curriculum- based measurement; offers a rationale for using these two assessment strategies together; and gives specific steps for combining these two approaches, using a case example of a learning-disabled boy with difficulties in written expression to illustrate the synthesis. (DB) Descriptors: *Evaluation Methods; *Individualized Instruction; *Learning Disabilities; *Portfolios (Background Materials); Student Educational Objectives; *Student Evaluation; Writing Difficulties; Writing Instruction Identifiers: *Curriculum Based Assessment; *Portfolio Performance Appraisal Systems EJ465430 EC606201 Classroom-Based Measurement and Portfolio Assessment. Nolet, Victor Diagnostique, v18 n1 p5-26 Fall 1992 ISSN: 0737-2477 Available From: UMI Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Portfolio assessment involves collecting multiple forms of data to support inferences about student performance in skill or content areas that cannot be sampled directly by a single measure. Portfolio assessment can help to clarify and individualize instructional goals for regular and special education students as well as suggest research and training agendas. (Author/DB) Descriptors: *Disabilities; Elementary Secondary Education; *Evaluation Methods; Individualized Instruction; *Portfolios (Background Materials); Student Educational Objectives; *Student Evaluation Identifiers: *Portfolio Performance Appraisal Systems ED353742 EC301775 Kentucky Alternate Portfolio Project: Teacher's Guide. [Nov 1992 57p.; In: Lewis, Preston and Kleinert, Harold L. Kentucky Systems Change Project for Students with Severe Disabilities (1987-1992). Final Report. see EC 301 773. EDRS Price - MF01/PC03 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Teachers; Practitioners This manual offers guidance on the use of the Alternate Portfolio Assessment Process to evaluate outcomes of Kentucky students with severe disabilities. Portfolios are intended to showcase student work and allow performance-based evaluation across life domain activities. Criteria for determining eligibility of students with disabilities for this assessment approach are first listed, followed by a listing of 28 of the "Valued Outcomes" for all children identified by the Kentucky Education Reform Act (1990). An introduction to portfolio assessment presents the philosophy of this approach and a listing of what such a portfolio should include. Alternate portfolio entry types are then described, such as instructional program data, written work, documented applications of skills, and project information. Contexts for the entire portfolio collection are explained including showing evidence of integration, functionality, age-appropriateness, use of technbology, and choice making. A holistic scoring guide using six levels of descriptors (performance, support, settings, interactions, and others) and four performance level descriptions (novice, apprentice, proficient, or distinguished) is provided. Student vignettes illustrate reconciling student activities with valued outcomes. Sample alternate portfolio products for students in grades 4, 8, and 12 are listed. A brief glossary is supplied, followed by sample protocols for documenting performance and for developing student activity schedules and resumes. (DB) Descriptors: *Competency Based Education; Educational Legislation; Evaluation Methods; *Individualized Programs; Performance Contracts; *Portfolios (Background Materials); *Severe Disabilities; State Legislation; State Standards; Student Certification; Student Development; *Student Educational Objectives; *Student Evaluation Identifiers: *Kentucky; Portfolio Performance Appraisal Systems EJ447271 EC603318 Operationalizing Learning Portfolios: A Good Idea in Search of Method. Tindal, Gerald Diagnostique, v16 n2-3 p127-33 Win-Spr 1991 ISSN: 0737-2477 Available From: UMI Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Ninety-one fourth grade students (from special education, Chapter 1, low achieving regular education, and regular education) completed a silent Dreading-written retell measure in the fall and again in the spring. Results highlight the many unanswered questions that need to be addressed in implementing assessment reform, in the areas of format, administration, and scoring. (Author/JDD) Descriptors: Disabilities; *Educational Change; Evaluation Methods; Intermediate Grades; Low Achievement; *Reading Comprehension; *Reading Tests; Remedial Instruction; Story Telling; *Student Evaluation; *Writing (Composition) Identifiers: *Learning Portfolios; *Retelling ED322303 CE055284 Developing Self-Advocacy Skills with People with Disabilities and Learning Difficulties. Clare, Mariette 1990 170p.; Appendix F will not reproduce well. Available From: Information Centre, Further Education Unit, 2 Orange Street, London WC2H 7WE, England (8.00 pounds). EDRS Price - MF01/PC07 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners This document is intended for people in education and training, health services, social services, and volunteer organizations who are committed to empowering people with disabilities and learning difficulties. It sets self-advocacy within the context of achieving adult status in the United Kingdom, offers a theoretical framework for professionals interested in beginning this work, describes how portfolios can be used with people with a wide range of disabilities, analyzes the experiences of a group of workers from various settings, and summarizes institutional and professional implications of self- advocacy work. Sections included in the document are as follows: introduction, aims and objectives; planning and resources; implementation; monitoring and evaluation; the key workers; and a checklist for practitioners covering policy, resources, staff development, support for staff, the environment, regulations, sharing power, learner-centered programs, negotiation and choice, autonomy, risk taking, progression, interagency work, monitoring, and evaluation. Appendices include a description of the aims and objectives of the project, a list of steering committee members, an explanation of how the case studies and key workers were identified, 11 brief case studies, and 3 sample portfolios. A bibliography listing 125 sources concludes the document. (CML) Descriptors: Adolescents; Adults; *Advocacy; Agency Cooperation; Articulation (Education); *Disabilities; Educational Resources; Foreign Countries; *Institutional Environment; Learning Disabilities; Personal Autonomy; Policy Formation; *Portfolios (Background Materials); Program Evaluation; *Special Needs Students; Staff Development; Student Centered Curriculum Identifiers: *United Kingdom