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Dissertation/Thesis Abstract

High school general education and special education teachers' use of portfolios for students with learning disabilities
by Winters, Marcella Harris, Ed.D., Argosy University/Chicago, 2014, 137; 3648627
Abstract (Summary)

This study was designed to investigate (a) the factors that influence the development of portfolios among students with learning disabilities, (b) the type of support, accommodations, and modifications students with learning disabilities receive while creating portfolios, and (c) the characteristics of portfolios developed by students with learning disabilities. Using a multiple case study approach, the researcher collected data through individual interviews with 14 general education and special education teachers regarding their use of portfolios with their students with learning disabilities. Additional data were obtained from document analysis of the students’ IEPs, completed portfolios, as well as archival data of grades students obtained on their portfolios. Analysis of the data showed that teachers used accommodations and modifications listed in Individual Education Plans (IEPs) to provide adequate support to their students with learning disabilities while creating portfolios. The teachers also used additional strategies and techniques to ensure that their students were successful in their portfolio projects. Analysis of the portfolios and grades revealed that these students produced portfolios that met their teachers’ expectations. The researcher recommended that, in order to meet the learning needs of the students with LD who are involved in portfolio development, teachers should not only use accommodations and modifications listed in the IEPs but also add more techniques found to be beneficial for their students with LD. However, those portfolios will not be effective if they do not meet their teachers’ expectations and meet established deadlines. The researcher also recommends replicating the study to include diverse settings.

Indexing (document details)
Advisor: Bundt, Marsha
Commitee: Hill, Debra
School: Argosy University/Chicago
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 76/04(E), Dissertation Abstracts International
Subjects: Educational leadership, Special education, Secondary education
Keywords: General education teachers, Individual Education Plan, Learning disabilities, Special education teachers, Student portfolios, Student support
Publication Number: 3648627
ISBN: 978-1-321-46687-4
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