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Strategies to Support 2e Learners

8. Strengths in the IEP or 504 Plans

When writing IEPs and 504 plans for 2e students, look for places to build-in a strength-focus.  An the IEP/504  for a 2e student focused only on deficits will not be as effective and it may contribute to self-esteem issues and behavior problems.

If you look closely at the language in the Individuals with Disabilities Education Act (IDEA) you will find a few places that discuss the child’s strengths.  The first is in the language regarding the development of the IEP where it states:

(A) In General. In developing a 2e student’s IEP, the IEP Team, shall consider:

  1. the strengths of the child;
  2. the concerns of the parents for enhancing the education of their child;
  3. the results of the initial evaluation or most recent evaluation of the child; and
  4. the academic, developmental, and functional needs of the child.

The second place is in the language regarding Transition Services where it defines these services to mean a coordinated set of activities for a child with a disability that is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests.

When you are beginning to identify and work with a 2e child the very first thing listed in IDEA under development of the IEP is to look at the strengths of the child.  This is because the IEP will only work if you take into consideration the strengths of the child.