Strengths-based IEPs aim to start with a strength for each of the skill sets discussed in this section. This graphic gives you 5 great examples of what that sounds like (just give it a click to see it full size): What do you think? Each goal should be tied to a specific state academic standard for reading. When working towards an IEP goal, he is curious about new material and is open to new ideas. When you sit down with an IEP team to start the planning process, it can be tempting to start with what a student cant do: She cant read yet. __________ is best at __________ has an amazing ability to, __________ always takes pride in his/her work when __________ is frequently recognized for __________ participates the most when __________ does this better than any other student, __________ is highly motivated by __________ is highly interested in. Maybe they are a great helper in the classroom, a friend to all, or have a stand-out-talent in music class. The Many Benefits of Strengths-Based IEPs - Edutopia And these insights can be a guiding force throughout the IEP meeting. Enroll in one of our online courses for educators! Examples of Family or Community Strengths to list on the IEP. Approaching IEPs from a strengths-based perspective does not sugarcoat the struggles that students with exceptionalities may face. Read on to see examples. But as more schools make strides in student-led IEPs and other areas, they may inspire more districts to rewrite their IEP templates. But under stress, we draw a blank. endstream endobj 448 0 obj <. I prettied it up a little if you want to share it:). PDF. 4. Take an inventory of the students strengths, interests, and preferences. He likes to read and he also enjoys science activities. Sydney Thorson, OTR/L, is a new occupational therapist working in school-based therapy. Check out Mary Falveys book,a great resource to share with parents, especially. Student success is paramount in todays competitive academic landscape. Maybe you want to jot these down for the IEP meeting. Taking that question into consideration can help a student make goals or develop skills based on personal strengths and achievements. Processing speed: A child with fast processing speed is often able to quickly understand, complete tasks, and remember new information. THANK YOU for focusing the conversation on strengths and needs vs. weaknesses and deficits!!!! The stigma often felt by students with exceptionalities, along with the inference that these students are less-than, is further exacerbated through a traditional IEP, which is rooted in a deficit-based framework. A: Common student weaknesses may include difficulty staying focused, procrastination, lack of confidence or motivation, poor communication skills, and difficulty managing stress. The list of student strengths for IEP writing can be endless! Character strengths are the positive qualities individuals haveas reflected in their thoughts, feelings, and actionsthat promote the well-being of themselves and others. Sam will learn the class vocabulary words with 90% accuracy in three out of four weekly opportunities. Physical strengths: These include a students athleticism, motor planning, coordination, and physical fitness. __ Deals with anger, insults, and disagreements peacefully. Her/His __________ skills are a strength, as are her/his __________ skills. What are some other ways to avoid getting stuck on what a student cant do yet? Student strengths are more effective when they have specific behaviors that can be seen, heard, or otherwise observed by others. Strengths and Weaknesses | Find out what is yours! Edutopia and Lucas Education Research are trademarks or registered trademarks of the George Lucas Educational Foundation in the U.S. and other countries. willingness to forgive and give people second chances, Persistent in reaching his desired outcome, He has an excellent memory and excels in completing tasks when given clear lists or flowcharts, Is curious about the world around him/her, Fun fashion sense as a means of expression, Sensory/tactile learner, multi-sensory learner, Eager to learn when refocused consistently, When regulated M is a sweet considerate child, Thinks out-of-the-box to find unconventional and creative solutions, exercises great emotional restraint when pushed to his limits, Is empathetic toward the needs of others even if he cannot express, Consistently processes information and responds, even though it is a delayed response, ability to verbalize when he is upset or dysregulated, may appear disinterested in class or not paying attention, but when questioned can regurgitate back the information that was just presented, May be impulsive, but once regulated can usually identify the situation and trigger with great accuracy, Can solve equations in his head, but may show frustration at having to show work, Can adapt to changes in daily schedule with proper warning and notification and explanation, strong desire to do well and please others, is able to set realistic, achievable goals for herself, Is able to and will ask for help when needed, will raise a hand and wait patiently to be called on, recognizes and respects the personal space of others, can do 4/5/6 volleys in a 2-way conversation, can verbalize when being teased/bullied and respond appropriately, will accept unsolicited adult assistance/help without resistance, Learns material best when moving around, gross motor movement, Likes to ride his/her bike, skateboard, and/or other self-powered personal vehicles, Likes to exercise and will initiate independently, Can follow instructions/rules for games such as (give examples), participates in (community activity/sports) and elaborate, Is aware and will be safe in the following setting (elaborate) and will respond appropriately, Can act appropriately around a baby or younger child, Enjoys working independently or in groups, is persistent in carrying out assignments or activities, Understands sarcasm, enjoys telling jokes, Possesses a sense of personal responsibility, Has strong opinions about controversial topics and is able to verbalize them, Marches to the beat of a different drummer, Handles stressful events well (e.g.
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