Defining Strengths-Based Education

How to Prove Others Wrong

To start this lesson, watch another short video by Jonathan Mooney on "How to Prove Others Wrong."  Again, there is a curse word (b-strd) in the context of a college professor and himself conversing at about 3:42 minutes in).  His experience helps us see how much focusing on strengths can mean to our students with a disability.

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?  

What is strengths based learning?

Using a strengths-based approach has been proven to be one of the most effective strategies for twice-exceptional (2e) students (Baum, Schader, Owen. 2017).  This does not have to be limited to our 2e population--it has a very positive impact on all students.   What if at work, you always had to work on your least developed skill, or greatest weakness?  As adults we usually choose work (and play) that allows our strengths to shine.

This 3:59 minutes video is older, but gives a short introduction to strengths-based learning (Dr Gary Pritchard). 

Strength-based is not:

• A way to get students to work on their areas of weakness
• A way to get students to turn work in or otherwise overcome bad habits or poor behavior
• In the service of the disability (simply meaning that you don't focus on remediation) 

Strength-based IS focusing on: 

• The student’s ability, talents & interests
• Opportunities rather than problems
• Strengths more than weaknesses
• What they CAN do rather than what we can't do

The strengths-based approach can be differentiated for students to align curriculum and instruction with:

Remember that strengths are not only academic--they may be be expressed through social skills, leadership, or a specific interest area.

Recognizing Both Exceptionalities

Our 2e Learners may not always understand what an IEP, 504 Plan, or ALP means.  What they need to know is what their strengths and challenges are and how these plans support them. The following article:  A Student's Guide to the IEP provides information on defining the IEP to students as well as how they can be a part of the process.  Take a few moments to scan the chart in the article:  IEP vs 504 Plan:  What's the Difference?  and to review the components of the IEP/504.  Next review the CDE website that defines an Advanced Learning Plan. 

Understanding this information as an adult can be confusing which is why it is so important that we have the references to support our students understanding in their knowledge about recognizing their exceptionalities.  

Optional page: Deficit Thinking?

This page is optional, but may be of interest.

Have you ever heard of deficit thinking?  Deficit thinking results when people perceive others in a certain way - classify them or group them based on their own perceived ideas.  This might include life experiences because of their group association.  Because of these experiences, it is believed that they will exhibit behaviors or act in a certain manner….  It's easiest to explain how deficit thinkers operate using an illustration. For more information, watch a quick video about deficit thinking to frame your thinking. 

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10-minute video - if you have a problem accessing the video as an embedded video, please copy and paste this link into a new tab: https://youtu.be/7XFLTDQ4JMk

One of the several theories that scholars have considered to explain school failure is the deficit thinking model.  At its core, this model assumes that the student who fails in school does so because of his/her internal deficits or deficiencies.  This might be limited intellectual abilities, linguistic shortcomings, lack of motivation to learn, bad behavior, lack of parental support, etc.  Why do we just focus on the problems?  The deficits?  Over time behavioral and social scientists have come to hold this deficit thinking model in disrepute.  They argue that it ignores the role of the many factors that might cause or create this “school failure.”  What if the educational programming is just not right for the child?  What if his needs are not being met (at school or at home?)  What if the child needs acceleration or compacting? 

How often to we stop to consider what a struggling learner can do?  What are his strengths?  What are her assets?  When we stop to get to know children build relationships with them and consider what they can do (rather than what he cannot), our mindset shifts. 

We might have to change our instructional practices in order to find potential.  Remember, nothing inspires and motivates us more than our own successes. 

Everyone can be successful on some level - in the life of a student it is often up to the parent or teacher to find that level for each student.  We need to work to discover the strengths of all students.  We need to consider operating with an anti-deficit thinking model.