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Educational policy constitutes a necessary procedure through which, not only the student’s individual performance, but also the objectives of the curriculum are valued. However, it is felt that the evaluative process -as applied until today- has been proven to encounter specific weaknesses. This situation requires a radical change in the educational system which will come as a result of inappropriate use of traditional evaluative methods, particularly in the area of Special education. As an alternative to the classic type of student’s evaluative process -through written exams and exercises-, the international bibliography and contemporary researchers propose a different type of assessment, based mainly on the findings of the constructivist theory. There are various educational resources that can be used as tools for authentic assessment. However, the most appropriate tool is the Student Portfolio. The necessity of its use is emphasized by many studies, because it provides a more reliable and dynamic record on student performance, useful not only to teachers and parents, but also to students themselves. Portfolio assessment programs can be implemented on many levels, from the individual classroom to state wide. They represent a profound shift in attitudes about the role of evaluation in education. The evaluation of the efficiency of the process of integration of children and students with special educational needs should be considered against the existing concept and attitude to accept them as important members of the society bringing personal contribution to its development and prosperity. In this context, the aim of this research paper is to explore the practicality of using a portfolio in the Special Education (SE) classroom and in particular in the Basic Geometry (SE) Class in order to emphasize a comprehensive educational tool to support mainstream school teachers with the integration of students with special educational needs.
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