From Deficits to Strengths: A Game-Changing Approach to Special Education

Imagine a school where every student is empowered to reach their full potential. Where Special Education is not a limitation, but a strength. Where students are not defined by their deficits, but by their abilities.

As a school struggling with low reading scores and a D state grade, we knew we had to think outside the box to turn things around. That's when we stumbled upon an unexpected solution: our Special Education program.

We realized that our Special Education students were spending more than 500 hours per school year on instruction that wasn't meeting their grade level (National Association of Special Education Teachers, 2020).

That's equivalent to six months of wasted class time in each core subject! But instead of viewing this as a limitation, we saw an opportunity. In our Special Education classes, we prioritized differentiated instruction to meet the unique needs of each student (Tomlinson, 2014).

Our students received regular education within their home room classes, with support from the Special Education teacher or Assistant. This integrated approach allowed us to provide targeted support while fostering inclusivity and collaboration.

We used the NWEA-MAP test, which provided a comprehensive continuum of learning goals and standards-based benchmarks (Northwest Evaluation Association, 2020). This allowed us to:

- Align instruction with grade-level expectations

- Measure student growth and progress- Identify areas of strength and weakness

- Inform data-driven instruction and intervention

- Monitor student readiness for college and careers

By utilizing the NWEA-MAP test and its continuum, we were able to create a more cohesive and effective approach to special education, tailored to the unique needs of our students (McLaughlin, 2017).

We also revamped our IEP process to prioritize student strengths and abilities, involving parents and students in the goal-setting process (U.S. Department of Education, 2017).

During parent conferences, we focused on sharing student achievements and progress, rather than just deficits (Epstein et al., 2018).

This empowering approach helped build trust and fostered a collaborative environment, leading to more effective and student-centered IEPs.Our transformation from a deficit-based to a strengths-based approach in Special Education not only improved academic outcomes but also changed the lives of our students.

By recognizing and building on their strengths, we empowered them to reach new heights and unlocked their full potential.And the results speak for themselves: at the end of the year, our school moved from a D to a B rating! This remarkable turnaround is a testament to the power of a strengths-based approach and the dedication of our students, teachers, and staff.

References:

Epstein, J. L., Galinski, E., & Salmond, K. (2018). Parent-Teacher Conferences: A Guide for Teachers. National Education Association.

Heward, W. L. (2019). Exceptional Children: An Introduction to Special Education. Pearson Education.

McLaughlin, J. W. (2017). Strengths-Based IEPs: A Guide for Educators. Corwin Press.

National Association of Special Education Teachers. (2020). Special Education Resources.

Northwest Evaluation Association. (2020). NWEA-MAP Test Overview.

Tomlinson, C. A. (2014). Differentiated Instruction: A Guide for Teachers. ASCD.

U.S. Department of Education. (2017). A Guide to the Individualized Education Program (IEP).