Digital Transition Portfolios for Secondary Students with Disabilities

Autor/in	Black, Jenn
Titel	Digital Transition Portfolios for Secondary Students with Disabilities
Quelle	In: Intervention in School and Clinic, 46 (2010) 2, S.118-124 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451210374987
Schlagwörter	Portfolios (Background Materials); Individualized Education Programs; Ownership; Disabilities; Educational Change; Self Advocacy; Special Education Teachers; Individualized Instruction; Secondary Education; Outcomes of Education; High Schools; Intervention + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Eigentum; Handicap; Behinderung; Bildungsreform; Selbstbehauptung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Sekundarbereich; Lernleistung; Schulerfolg; High school; Oberschule
Abstract	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.) (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10