Exploring Portfolios in the Elementary Classroom with Students with Disabilities/Exceptionalities: Timely or Time-consuming?

Abstract

In the inclusive/special education literature, practitioners often claim that using portfolios is excessively time-intensive, while other researchers lay claim to posi-tive possibilities for students with disabilities/exceptionalities, such as increased self-esteem, internal locus of control, choice-making, and active participation in learning. To explore both the time-consuming charge and the positive possibilities associated with portfolio use, we conducted a case study with students with dis-abilities/exceptionalities and some labelled at-risk in the second author’s elementary classroom. Data sources included a research journal, general class-room observations, and structured student interviews. We found that the teacher identified more examples of positive outcomes than did her students and that im-plementing portfolios can indeed be a protracted process. We theorize about these findings and offer some concluding suggestions to mitigate labour intensity to bet-ter support students with disabilities/exceptionalities.

A Case for Student-Created Portfolios in O&M

“…With varying levels of guidance from the O&M specialist, students reflect on what is being addressed and learned in their mobility lessons and make decisions regarding what to include in the portfolio and why. This process promotes rich discussion, cognitive engagement, student reflection, and self-assessment (Davis, 2009; Hebert, 2001; Thompson & Baumgartner, 2008). As students are asked to reflect on, summarize, and interpret their own O&M experiences in their own words, they “make learning theirs” (i.e., learning becomes relevant to them and their lives), and a sense of pride and ownership of the O&M process is fostered (Perla, 2009).…”

“…Literature and anecdotal records suggest that families are generally positive about the use of portfolios (Juniewicz, 2003; Thompson & Baumgartner, 2008) and are interested in making contributions (see Figure 5). O&M specialists in itinerant settings or with very large caseloads may find portfolios helpful to enhance communication with families and share students’ learning (Carothers & Taylor, 2003; Davis, 2009; Englund, 2009; Perla & Maffit, 2015).…”

“…O&M specialists in itinerant settings or with very large caseloads may find portfolios helpful to enhance communication with families and share students’ learning (Carothers & Taylor, 2003; Davis, 2009; Englund, 2009; Perla & Maffit, 2015). They can also be used to assist students articulate what they are learning and share their progress at IEP meetings (Fazzi & Petersmeyer, 2001; Juniewicz, 2003; Thompson & Baumgartner, 2008; Zatta & Pullin, 2004).…”

“…Portfolios are typically structured around Individualized Education Program (IEP) goals, educational units, or learning highlights (Carothers & Taylor, 2003; Thompson & Baumgartner, 2008). During their development, students identify their own goals, share the process used to pursue them, and reflect on and assess their own performances.…”

Developing a Progress Monitoring Portfolio for Children in Early Childhood Special Education Programs

“…Educational portfolios continue to hold a prominent place in the assessment of children with disabilities (Thompson & Baumgartner, 2008). The portfolio is a purposeful collec-tion of work designed to represent the child's efforts, progress, and achievements.…”