Defining Strengths-Based Education
Why support strengths?
A list of what works for our 2e learners has the following 4 elements:
· Having exceptionalities both recognized and identified
· Learning opportunities structured to their potential: Zone of Proximal Development
· Using strengths to go around weaknesses
· Compensatory strategies and accommodations (ways to go around or avoid barriers caused by disability) (Willard-Holt, et al., 2013)
In 2014 Baum, Schader and Hebert published the results of their
study: Through a Different Lens: Reflecting on a Strengths-Based,
Talent-Focused Approach for Twice-Exceptional Learners. Findings from this study identified five factors underlying student
growth:
- psychological safety
- tolerance for asynchrony
- time
- positive relationships
- consistent use of a strengths-based, talent-focused philosophy
Participating in talent development activities also enabled students to become part of a social group; to overcome some social, emotional, and cognitive challenges in context; to develop ongoing mentor and professional relationships with people in talent areas; and to develop expertise in an area of talent. This research by Baum, et.al., continues to be confirmed and all educators should be encouraged to support a strengths-based, talent-focused approach for twice-exceptional learners.
When thinking about why to incorporate strengths, it may also help to think about an individual student. When we see the personal impact looking at strengths has on a 2e student it demonstrates the power of engagement. An example is a student who started first grade with an ALP and an IEP. He refused to participate in his first grade class--even math--which was an identified strength. After interviews to learn interest areas, the student was teamed up with an aerospace engineer to investigate planets. Pre-assessments were administered to determine proficiency of concepts which revealed mastery of first, second, and third grade concepts in math, reading, social studies, and sixth grade understanding in science. (He was at grade level for writing.) This allowed for a program to be set up to allow the student to work individually on math and reading which was compacted to allow time for his project. Once this student started this revised plan, he became more engaged with class activities--learning became relevant for him.
A strength-based approach provides the opportunity to gain insight and develop a trusting relationship with your 2e students! It provides an opportunity to encourage engagement, increase self-esteem, develop relationships in areas of interest and increase expertise. Think of the shift in engagement and motivation if the first priority for your 2e students became finding and supporting their strengths? Focusing on strengths helps motivate, increases those strengths and talents, and provides opportunity for students to reach their full potential.
As we begin our journey into strengths based learning think about the student you've chosen for your student study. What strength-focused programming could be created to make a difference for this student?