Strength-Based Ieps

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Strength-Based IEPs
What is a strength-based IEP?
When considering an Individualized Education Program (IEP), the first thoughts may be about what a student is unable to do or what behaviors are causing the student trouble in the general education setting. However, while the acronym IEP may conjure up a myriad of learning disabilities and unacceptable social-emotional behaviors, writing a strength-based IEP focuses on the positive assets of a student and not their deficits. According to Pattoni (2012), “Strengths-based approaches concentrate on the inherent strengths of individuals, families, groups and organisations, deploying personal strengths to aid recovery and empowerment.” By focusing on the assets of a student and including families …show more content…

According to Jimerson, Sharkey, Nyborg, & Furlong (2004), “strength-based assessment can promote a positive arena for school psychologists, teachers, and families to monitor student performance and communicate with success.” Looking through the lens of positive student performance and achievement whenever possible provides a platform to build upon an area where the student does well. When the team collaborates with the student, they can work together to decide on a result that will draw on the individual’s gifts and resources (Pattoni, 2012). According to Goldberg (2012), “Every child has strengths and a child can and will be motivated by how teachers and parents respond to them.” This is the core of school-wide positive behavior interventions and supports (PBIS) programs that are so popular because they are so effective. While it is still necessary to include a student’s weaknesses in writing an IEP, much can accomplished by focusing on the positive and building on the inherent gifts and strengths of each student. Finding a student’s greatest strengths and building on them affects the learning process and helps the student reach his or her …show more content…

Because of a need to save time, IEP teams sometimes preplan a meeting and present a strategy to the parents (Weishaar, 2008). This may result in an IEP that is not written from a strengths-based lens. As a result, parents are placed in position of reacting to the school’s recommended plan and are not part of its development. Without input from a parent, an IEP team may be less positive about what a student is able to do. Parents may not consider themselves as partners in the decisions being made for their child (Pattoni, 2012). If parents are involved in the IEP development, it is more likely they will be more active in its implementation. It’s well known that parent involvement in a child’s education is a win-win proposition. Family engagement results in greater success for the

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