Strength-Based Learning Paper

The idea of applying a belief system that focuses on the strengths of students rather that the deficits may seem foreign to special education teachers. It has been customary practice for teacher of students identified with disability labels to access their students’ deficiencies and develop an individualized education plan that includes interventions to address those areas of need. The perspective of neurodiversity positive niche construction goes against the entire idea of what has been the foundation of the role of special education in the educational system. Implementing strength-based learning strategies may seem effortless for the teacher of students with visual impairments, but most challenging may be enhancing the social resource network
An alternate form of communication observed for assessment purposes can be through nonverbal gestures or movements. Sergio is a 7th grader with a visual impairment and multiple disabilities who enjoys listening to music. The educational team discovered his strength through observation as he followed the sound of music played during an assessment with facial gestures that reflected pleasure. Gesturing was determined to be his preferred mode of communication. Consequently, the learning-based strategy designed for Sergio was to incorporate music into each tactile lesson presented. The incorporation of music, as well as the simulation sounds from assistive technology devices, addressed his musical strength as identified by the “Neurodiversity Strengths Checklists” to encourage further skill development of reaching and grasping as identified in his individualized education program. Sergio’s primary language in the home is Spanish, which may have contributed to his initial resistance to physical, sensory activities when first accessed due to the language barrier between him and his