Abstract
The changing perspectives of mental retardation require the use of assessment techniques that reveal strengths and weaknesses in the individual's present level of functioning and highlight the areas and intensity of needed supports. Portfolios provide such a method of assessment because they are sensitive to small improvements in functioning, allow data to be collected across a variety of skill areas, and communicate development and support activities to caregivers. Additionally, portfolios allow individuals with mental retardation to participate in the assessment process, specifically the selection and evaluation of goals and artifacts. By fulfilling all these functions, portfolios serve as an excellent tool for determining the transition needs of students with mental retardation.
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