Strengths basd education impact on students with disabilities
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Strengths basd education impact on students with disabilities



Greg Richardson

Greg Richardson



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Strengths basd education impact on students with disabilities Presentation Transcript

  • 1. ICCTE Responding to God’s Call to Serve:Achieving the Educational Challenges of this Decade May 23-36, 2012 Strengths-based Education: The Impact on Marginalized Students with Disabilities Greg Richardson Azusa Pacific University
  • 2. The Problem• Low academic achievement• Overrepresentation of marginalized groups• Accountability: Placing the blame
  • 3. Low Academic Achievement• Traditional K-12 school systems – High Stakes Testing – Performance levels of Students• Drop rates – Secondary Institutions – Postsecondary Institutions
  • 4. Overrepresentation in Special Education• Marginalized Students• The Deficit Model• Behavior
  • 5. Academic Accountability• Parents and students• Teachers and administrators
  • 6. Proposed Resolution• Strengths-based education
  • 7. Strengths-based Education• Using students’ Strengths to enhance their academic development
  • 8. Strengths-based EducationDefinitions:• Strengths – “consistently providing near perfect performance in a specific task.”• Talents – “naturally recurring patterns of thought, feeling or behavior: productivity.”• Skills – “basic ability to perform steps of specific tasks.” (Gallup Organization)
  • 9. The Process• Faculty Strength Identification• Teachers and Teacher-candidates• K-12 SPED student strength identification
  • 10. Faculty Strength IdentificationKnowing Skills, Talents, and Strengths• The ability to identify and affirm students’ Strengths is to know one’s own strength.• Special education teachers are taught to identify students’ strengths from a strengths-based educational perspective. (Contrucci and Richardson, 2009)
  • 11. Teachers & Teacher-candidatesClifton StrengthsFinder, StrengthsQuest (2007)• Faculty members’ top 5 Strengths were identified by this assessment tool.• Faculty members own Strengths are accepted, affirmed and developed.• Faculty members use Strengths language, vocabulary, and regularly discuss the broader concept of Strengths Theory. (Contrucci and Richardson, 2009)
  • 12. K-12 SPED Students with Disabilities• When using a Strengths-based Education perspective: – the more they teach, the more they learn, – the more they learn, the better they teach.• When self-generation exists teacher candidates pick up the momentum: – learning to affirm one another, – learning to affirm their students. (Contrucci and Richardson, 2009)
  • 13. Questions & Discussion Time