(2017-06-02) McBurney, Heather; Eaton, Sarah E.; Torunski, Eric
Educational portfolios are being used at a variety of educational levels to help students track their performance and enhance academic success. However, these portfolios lack adequate tracking of key information to enable Canadian students with learning disabilities to self-advocate through transition. This becomes increasingly problematic as shifts in legislation for providing services to students with learning disabilities change when students enter post-secondary institutions, making it difficult for students to navigate their way through the system. This article documents the varying tools being used at the secondary and post-secondary level to identify and support students with learning disabilities, including self-determination interventions for students with disabilities. Recommendations are made to guide the design of a portfolio for students with learning disabilities, which will allow them to have access to the information they need to bypass common barricades found in the transition process.