Beruflich Dokumente
Kultur Dokumente
Melissa Garrett
Table of Contents
1.0 INTRODUCTION....................................................................................................... 3
2.0 RELEVANCE OF INCLUSION AND STRENGTH-BASED APPROACH ........ 5
2.1 Inclusion and the Relevance of Strengths ............................................................. 5
2.2 Deficit vs. Strength-Based Perspectives ................................................................ 6
2.3 Curricular and Competency Based Educational Frameworks .......................... 8
2.4 Flourishing in Education ........................................................................................ 9
3.0 EVOLUTION OF THEORETICAL PERSPECTIVES ........................................ 12
3.1 Positive Psychology ............................................................................................... 12
3.2 Theoretical Influences of Positive Psychology .................................................... 15
4.0 THEORETICAL MODELS FROM POSITIVE PSYCHOLOGY ...................... 18
4.1 Vygotsky’s Zone of Proximal Development ....................................................... 18
4.2 PERMA .................................................................................................................. 20
4.3 Circle of Courage .................................................................................................. 22
4.4 Gardiner’s Multiple Intelligences ........................................................................ 25
4.5 Appreciative Inquiry ............................................................................................ 27
5.0 APPROACHES THAT ENCOMPASS ELEMENTS OF STRENGTH-BASED 30
5.1 Principles of Strength-based education .............................................................. 30
5.2 Universal Design for Learning ............................................................................. 34
5.2 Three Block Model ................................................................................................ 37
5.3 Personalized Learning .......................................................................................... 39
5.4 Student Competency Models ............................................................................... 43
5.5 21st Century Learning........................................................................................... 45
5.6 Positive Mental Health ......................................................................................... 47
5.7 Response to Intervention ...................................................................................... 50
6.0 MOVING TOWARDS STRENGTHS IN INCLUSION ....................................... 54
6.1 Common Elements of Current Strength-based Models and Approaches ....... 54
6.2 Dream Phase: Moving towards Strengths in Inclusion ..................................... 56
7.0 REFERENCES .......................................................................................................... 58
STRENGTH-BASED PERSPECTIVES AND PRACTICES 3
1.0 INTRODUCTION
There is a cry within the field of education for a reexamination of the current
communities. Despite the many misconceptions in regards to what true inclusion is,
should be and its key elements, the basic complaint from major stakeholders;
administrators, educators, students, parents and political players is that current inclusive
practices do not appear to be working efficiently for all students despite best intentions
and efforts. Throughout the past several decades the focus of inclusion has taken over
much of the educational discourse, departmental policy development and teacher training
Since then there have been several frameworks developed and subsequently implemented
to address the various learning needs and styles of all children. Several of the more
prominent and frequently used frameworks serve as discussion points in this paper. There
inclusive approaches and practices as a means to reach all students in a meaningful way.
For this reason I will be exploring the landscape of inclusion from a global context, the
current frameworks being used frequently within this context and how they can be
applied and consolidated within the current New Brunswick education system.
With the introduction of Inclusion in New Brunswick there was a shift in philosophy with
a belief system that all students could learn. As the practice of inclusion has gained
momentum teachers and systems have also experienced a shift in both paradigm and
their best”, the 10 year plan for the province’s educational growth (Province of New
Brunswick, 2016). The development of this plan as well as its title shows explicit intent
to guide educational practice within the province to one of strength and formidable
Education for the province of Alberta have moved away from a curriculum based system
and are now focusing on the development of student competencies, using more
values are being placed at the forefront to help in the shaping and empowerment of
students so that upon leaving the public school system they will have the skills necessary
From this examination of existing models and approaches essential elements and
The hope for this framework is that it will generate discussion and reflection on current
The main themes that come from attempts to define inclusion primarily reflect a deficit-
based assumption that it is students with physical, cognitive or learning disabilities who
philosophy of inclusion and its original intent within the school system however looks
beyond the struggling student and takes into account what is best for the education of all
students within the classroom setting. Inclusion is a model that allows all students the
opportunity to learn within the same physical environment and participate in activities
geared to their abilities as a means to reach their full potential. In moving away from the
current deficit-based model a student’s ability to reach their full potential within the
There are so many relevant applications to what is now being recognized as the Strength-
based approach. Educators must take a vested interest in each individual student and
build a rapport with them as a means of uncovering their individual talents. Students will
become more motivated and engaged in the learning process if they are learning not only
about things of interest to them but also in a way that empowers them through the use of
based approach is also a means of build student confidence. The question then becomes:
how can an educator identify and foster the strengths of each of their students, taking into
account the various student needs and overall compositions of today’s classroom? This is
quite often an area many educators struggle to meet. The various frameworks that have
STRENGTH-BASED PERSPECTIVES AND PRACTICES 6
become popularized in recent years provide several approaches to achieve this end. The
following review of these frameworks will tease out the approaches best suited to
The various types of inclusive education policies and implementations being researched
and observed around the world focus primarily on a deficit-based model. This model
focuses on students with varying degrees of academic, physical, cognitive, behavioral and
purpose of education was to contribute to cultural and moral growth, mastering social
skills and academic learning. These values, knowledge and skill bases allow individuals
to fully realize and utilize their talents and abilities (Buli-Holmberg & Jeyaprathaban,
2016). Official provincial documents such as the New Brunswick Education Act (1997)
Similarly, Policy 322 Article 6.3 of the New Brunswick Department of Education and
Early Childhood Education (2013) states:
6.3.1 Students must receive a Personalized Learning Plan when one or more of the
following conditions exist:
1) Strategies beyond robust instruction are required.
2) Behavioural supports, as outlined in section 6.6 of Policy 703 – Positive Learning and
Working Environment, are required.
3) The common learning environment is to be varied in accordance with section 6.4 of
this policy.
STRENGTH-BASED PERSPECTIVES AND PRACTICES 7
More current research is being published further delving into the area of strength-based
approaches. While the deficit-based models that are currently in use clearly identify
struggling students in the name of inclusion, students instead feel unaccepted and inferior
to their like-aged peers. Strength-based approaches, on the other hand, focus on educators
developing relationships with their students, learning of their individual strengths and
personal interests. The Salamanca Declaration of 1994 (UNESCO, 1994) specified that
education policy programs were to be individualized. While it was stated that emphasis
should be communal rather than focused on individuals’ requirements it was also urged
that societies begin focusing on individuals’ strengths (Hakala & Leivo, 2017). Through
planned learning around students’ strengths, students feel empowered and have been
found to make more progress both socially and academically. Elder and Rood (2018)
plans. Their research also showed that the vast majority of classroom and resource
teachers were prone to highlight a student’s deficits when designing and writing their
individualized education plans (IEPs). Their writing provided examples of how the
wording of such a plan can paint the learner in a specific light. Vocabulary highlighting
abilities continues to allow educators to address problem areas in education, though from
a more strength-centered approach. From the strength-based perspective Elder and Rood
(2018) ascertain that educational teams acknowledging the competency of the struggling
student from the outset of the planning process will increase the likelihood of their
One of the stark distinctions that becomes apparent through the review of literature when
discussing inclusive frameworks is the recent desire to shift away from a curriculum
focused system towards one that is more individual focused and strength centered.
outcomes to be attained in a particular grade level in each subject matter based on the
framework for designing and organizing student learning and targeting outcomes it also
allows certain gaps to form between a student’s zone of proximal development; what they
are readily able to learn and achieve (Vygotsky, 1978) and what the system has
previously determined them able to achieve. With grade retention causing its own
provinces including New Brunswick as stated in the Inclusive Education policy 322
Article 6.7:
New Brunswick public schools must not use grade retention as a standard educational
practice (Province of New Brunswick, 2013).
This causes its own set of issues from a curriculum and academic standpoint as students
continue to progress through the system, sometimes without meeting many of the
targeted learning outcomes. This in turn causes the learning gap to continue to expand
without the means of being appropriately bridged. Rickabough (2016) finds it imperative
for educators to “backfill” learning for these students individually in order for their
A more recent shift towards recognizing and fostering student strengths and the
development of human competencies shows explicit intent for the education of the future
generation. School systems are beginning to ask the question: What tools do we want our
focusing on elements of human values and expertise education systems are preparing the
through the identification and promotion of their own individual strengths, skills and
abilities.
The term “flourishing” has been used frequently in respect to individual well-being and
satisfaction and has been adopted by several leaders in research to describe a state of
being where individuals are at their best and poised to meet their full potential. Authors
such as Keyes (2007) and Seligman (2011) use the term “flourishing” in their respective
research and subsequent writing as a means of describing the positivity in living life.
From the mental and public health perspective Carney et al. (2014) characterize the
defined “mental health” to be a state of well-being where people are able to realize their
full potential while successfully coping with the stresses of everyday life. Keyes (2007)
made the important distinction that the absence of mental illness does not automatically
indicate the presence of mental health. Flourishing for Keyes, then, is directly related to
the presence of positive mental health. He defined it as the accentuation of the positive
health. Through his research, he conceived a mental health continuum which consisted of
be flourishing if they were experiencing high levels of well-being, being filled with
positive emotion while also functioning well both psychologically as well as socially
(Keyes, 2002).
Keyes, 2002
The mental health continuum, as conceived by Keyes (2002) views well-being as existing
on a two dimensional plain consisting of two axis. One continuum indicates the presence
or absence of mental health, the other the presence or absence of mental illness. Keyes
has argued that it takes a combination of emotional, psychological, and social well-being
Seligman (2011), being the father of Positive Psychology, agrees with the focus on
positive elements of life when defining what it means to be “flourishing”. In his most
recent work Seligman detailed the five components of the PERMA model which must be
than a sense of contentment with life. Flourishing is one’s abilities to cope with the daily
stresses of life while still focusing on the positive emotions that one encounters on a daily
STRENGTH-BASED PERSPECTIVES AND PRACTICES 11
basis and pursuing goals and activities driven by an individual’s strengths for the sake of
the activity alone and not because one is feeling obligation to complete it.
“The strengths approach is a positive, powerful and profound philosophy for practices
that has the power to transform and build interdependence and community.”
McCashen, 2005
education into the practical world of evidence-based research with the development of his
Strengths Approach model. His philosophical model and subsequent frameworks and
resources are specifically geared towards the field of social work, though admittedly
transferable to all areas of social interest including the field of education. The Strengths
Approach model is built on positive attitudes and values that are respectful of the
individual’s inherent worth, potential and rights as a human being. Concerned with social
cultural experiences the strengths approach focuses on sharing power and creating change
through the exploration of their uniqueness and communalities with those around them.
The emphasis, as clearly stated in his model’s title, is that of individuals’ strengths
(Fenton, K.A., 2013). These strengths, McCashen wrote, could be changed and
strengthened by creating and promoting the appropriate conditions and environments for
individuals to identify, value and mobilize their strengths compensating for their
previously perceived deficits. McCashen’s work, Fenton describes (2013) was a call to
action for the social, personal, cultural and structural climates to acknowledge and
address the ambiguity of the former and ongoing organizational and power dynamics.
STRENGTH-BASED PERSPECTIVES AND PRACTICES 12
McCashen (2005) saw his work as one that could affect change through the six step
process of: listening to people’s stories, developing a picture of the future, identifying
and resources and finally reviewing and evaluating progress and change.
McCashen, 2005
The origin of psychology has traditionally been based on identifying dysfunction and
determining what is “wrong” with the individual. Positive Psychology has breathed new
life into the discipline with concepts and ideas of hope, optimism, happiness and well-
being (Stebleton et al., 2012). Positive Psychology has been termed the study of what
makes the human life worth living. This good life is characterized by a multitude of
qualities and values that contribute to a whole and fulfilling life. The idea for this new
area of study began in the when the term “positive psychology” was first mentioned by
STRENGTH-BASED PERSPECTIVES AND PRACTICES 13
Maslow in his book “Motivation and Personality” (1954). Maslow was troubled by
psychology’s focus on disorder and dysfunction. He believed that it did not represent a
true understanding of human potential which he explored at length through his theory of
In the late 1990s, Positive Psychology became a recognized domain of psychology, made
popular by Seligman. Since that time it has gained accreditation among the academic
world. In the early stages of his career Seligman sought to determine “what makes happy
people happy”, what many called his “pursuit of happiness”. Seligman and
Csikszentmihalyi (2000) define Positive Psychology as "... the scientific study of positive
human functioning and flourishing on multiple levels that include the biological,
Psychology that happiness consisted of three dimensions: The Pleasant Life, The Good
Life and the Meaningful Life. The Pleasant life is realized through one’s ability to
appreciate the simple pleasures of life such as relationships and environmental beauty.
The Good Life is achieved through the identification and acknowledgement of one’s
personal strengths. These strengths should then be utilized to enhance life. Finally the
Meaningful Life provides a sense of deep fulfillment through the utilization of one’s
strengths for a purpose that is “bigger than them”. Often this is achieved through
“Flourishing” which looks at life through the lens of Positive Psychology while also
STRENGTH-BASED PERSPECTIVES AND PRACTICES 14
the new focal topic of Positive Psychology would be the construct of well-being rather
than the whole of life satisfaction. While he firmly believes that well-being can be built
upon and does not exist in isolation he sought in his research to identify the contributing
branch of psychology. His contribution to the field leant greatly to the use of the term
emotions through the lens of Positive Psychology to explore student interest and boredom
a number of occasions on the subject of positive emotion. For the past two decades she
has conducted several research studies in an attempt to answer important life questions
such as: What is positivity? Can positivity transform lives? Her positive emotion theory,
whose functions serve to build enduring personal resources (Frederickson, 2001). More
recently, Frederickson’s book “Positivity” (2013) and the unveiling of the “Positivity
Ratio” tool has gained recognition in its ability to provide individuals a healthier,
STRENGTH-BASED PERSPECTIVES AND PRACTICES 15
“flourishing” life. Through online access to a survey, a ratio of one’s positivity and
Reivich too has collaborated several times with Seligman, their focus however being the
resilience in youth and young adults. Through her many publications on the subject of
resilience Reivich has proven that resilience is something that can be learned and
improved upon so that individuals can overcome the vicissitudes of daily life and
flourish. In the book “The Resilience Factor” (Reivich & Shatte, 2002) seven techniques
for enhancing resilience are identified: emotional awareness and regulation, impulse
control, realistic optimism, flexible thinking, self-efficacy, empathy and the ability to
reach out
Post is yet another prominent individual within the field, recognized by Seligman as one
medicine his research and writings have looked at living life by “the golden rule" and
how being a good person can positively one’s physical life. Post’s philosophy on the
good life, through the study of Positive Psychology, is of love being made visible through
character traits such as: loyalty, helping, forgiveness, respect and compassion (Post,
2017).
is often recognized as a philosophy within the field of education and of knowledge itself.
Piaget is perhaps the most notable Constructivist theorist. He focused on how humans
make meaning from their experiences and ideas. Piaget saw education to be an ongoing
STRENGTH-BASED PERSPECTIVES AND PRACTICES 16
and active process. He valued in a child’s ability to learn through play and exploration
and saw the environment in which an individual was exposed as playing a key role in
internalizing that information into knowledge that could be accessed (Wadsworth, 2004).
In this way the environment is an important element of the learning system. The two key
processes for learning new concepts, as identified by Piaget, were assimilation and
the existing understanding previously learned within the confines of their own
environment. This understanding could either support their previous knowledge and
beliefs of their environment or could oppose those views. Accommodation, on the other
hand, is the process of changing one’s view of the world to incorporate the new
information that is being presented (Mooney, 2013). This theoretical construct plays a
key role in understanding the active process of learning. Its understanding is necessary in
the other theoretical influences that ensured, leading to the shift towards Positive
Psychology.
Humanistic Psychology Theory holds to the notion that all people are inherently good. In
viewing “the self” holistically rather than a sum of all of its parts. Through self-
exploration rather than the study of human behavior that was encouraged by theorists
such as Freud and Skinner, the Humanistic theory is driven by an individual’s natural
need for self-actualization through the expression of individual ideas, notions and
esteem and self-actualization (Zhao, 2018). Rogers later added to this theory by stating
STRENGTH-BASED PERSPECTIVES AND PRACTICES 17
that an individual requires the proper environmental conditions in order to grow and
realize their full potential. This environment is required to be genuine, accepting and
empathetic, allowing for the individual to feel a sense of unconditional belonging and that
their voice was being heard (Bohart & Greening, 2001). Rogers is known for having
taken a more person-centered approach with his research, counseling and therapy. The
actualize, by means of growth and development. While he recognized that the majority of
individuals have already grown and developed from a physical standpoint without any
sometimes required some sort of therapeutic intervention. This can be achieved through
unconditional acceptance, congruence and genuine understanding from the outside world
and from within the individual’s psyche (Rogers, Lyon, & Tausch, 2013).
Deci & Ryan (1999) are two positive psychologist who have contributed vastly to the
Much like the theoretical roots of its origin the self-determination theory is a theory of
motivation (Deci, 2008). It has already been studied and proven that humans are innately
motivated. While there are external factors such as reward systems that can be used to
interests, curiosities and values. The theory of self-determination looks at how cultures
and environments both support and hinder these motivations. Deci & Ryan theorized that
contributing factors: competency, autonomy and relatedness. To that end this theory
STRENGTH-BASED PERSPECTIVES AND PRACTICES 18
presupposes that if any or all of these three psychological needs are not supported within
the individual’s environment there will be significant impact on that individual’s well-
being. Deci & Ryan (1999) defined autonomy as an individual’s ability to initiate and
self-regulate their own behavior and learning. A student who is driven to learn through
consists of one’s ability to affect their own environment. The subsequent change in their
and ownership over their learning and personal contributions (Deci, 2005). Relatedness
Several theorists have previously identified one of these three elements as being crucial
to the process of learning, as was discussed earlier with Roger’s Humanistic Theory. It is
clean in reviewing these important contributing theories that they have greatly influenced
the movement which has identified the need for more strength-based methods with which
have had a continued impact on many aspects of teacher training, further professional
paradigms. His theories were grounded in the belief that social and cognitive structures
work together in the building of a child’s understanding of the world they live in. Within
these social structures Vygotsky recognized that a child’s understanding of the world was
based on their life experiences as well as the values and ideals held by those closest to
STRENGTH-BASED PERSPECTIVES AND PRACTICES 19
them; family, community, school, etc. A child’s learning comes not only from the adults
providing experiences and modeling appropriate language and behavior. Vygotsky saw
the importance of children learning from one another. The language, social negotiations
and limits set on play by children collectively all contribute to a child’s construction of
Likely the most well-known theoretical contribution would be what Vygotsky described
learner marks the distance between what they can easily do on their own with the proper
guidance and what is beyond their current abilities (Vygotsky & Cole, 1978).
Vygotsky believed that students need to be challenged in their learning and that proper
complete increasingly more challenging tasks within their level of cognitive ability.
Mooney (2013) asserts that Vygotsky’s notion of developmental readiness was more
flexible than those of other earlier theorists. He believed that through careful planning
and proper scaffolding educators could extend a student’s knowledge through activities
4.2 PERMA
characteristics that contribute to the “good life”. While the earlier PERMA model was
used to measure a person’s satisfaction in life Seligman has more recently seen the
characteristics to be considered as elements of the PERMA model they must meet the
following three criteria as set out by Seligman. First, each one must contribute to well-
being. Secondly, each element must be pursued for its own sake and not as a means to
reach other elements of mental health. Finally, it can be defined and measured
but that each of these five elements are contributing factors: positive emotions,
Positive emotion
Despite what many believe, positive emotion is much more than simply experiencing
happiness and life satisfaction. While these are important aspects of positive emotion and
overall well-being Seligman states that they are factors contributing to a much larger
picture.
Engagement
recognized as being subjective. Often individuals who are truly engaged in an activity are
so enthralled with it that they do not experience emotions such as joy in the moment. It is
only retrospectively when the activity has concluded that individuals will reflect on the
level of engagement they experienced with the use of positive emotions as descriptors.
STRENGTH-BASED PERSPECTIVES AND PRACTICES 21
Relationships
one’s life is a meaningful support system for the various trials of life. It is undeniably
important to have people to confide in during troubling times and celebrate with during
moments of victory and achievement. Likewise, having the ability and desire to display
kindness towards others has a scientifically proven impact on one’s own mental health.
Meaning
In many ways meaning is measured subjectively and inarguably through the perception of
the individual. Meaning can often exist within an individual’s life with devoted time
towards enriching it to something that is more than just them. These can be through
spiritual and religious practices, work within the community or the contribution to
Accomplishment
The newest addition to the PERMA model as it has been argued, studied and confirmed
that individuals will strive to achieve success for its own sake and not necessary because
someone working long hours in pursuit of achievement without enjoying what they do or
maintaining a life balance which would contribute to deeper meaning and positive
relationships.
STRENGTH-BASED PERSPECTIVES AND PRACTICES 22
Seligman, 2011
University of Michigan’s Dr. Robert McGrath created the VIA survey which is regarded
as a central tool of positive psychology. Unlike most personality surveys which continue
to focus on the deficits of an individual the VIA survey serves to identify and foster the
above. The VIA survey is still being used in research to identify individual strengths.
Through acknowledging and mobilizing these strengths individuals will feel more
positive emotion, accomplishment and meaning in life, contributing to their overall well-
being.
Indigenous cultures throughout North America have adopted the Lakota tribe’s circular
model of basic youth needs. The Circle of Courage framework was developed by
Brokenleg (1990) and has since seen a dramatic adoption in many non-indigenous
schools across the world. Brendto & Brokenleg (2005) noted in their earlier research the
STRENGTH-BASED PERSPECTIVES AND PRACTICES 23
With this shift they also noted the deficit oriented focus that followed (Brendto et al.,
2005). The Circle of Courage, grounded in both Resilience Science and Positive
tribes identifies four universal needs that must be met for students to flourish; Belonging,
This model does not exist solely within the field of education but also applies to all areas
of life; family, faith, health and social work (Brendto et al., 2014). Teaching alongside
the Circle of Courage model entails providing students with daily opportunities to
experience and build upon these four needs. To allow students to feel a sense of
belonging within their classroom and school community teachers must provide students
with the opportunities to establish trusting relationships. One teacher shared her
experiences in a case study following one of her at risk students. As he was not initially
classroom activities she would participate on his behalf. She drew a portrait of him for
their class mural so that he understood that he was valued and welcomed (Larson, 2006).
STRENGTH-BASED PERSPECTIVES AND PRACTICES 24
Mastery within the classroom is when students are given the opportunity to solve
problems and meet their goals. Quite often students become disengaged when learning
becomes too challenging for their current abilities (Willms & Friesen, 2012). Teachers
are able to modify activities and differentiate instruction in order to ensure student
success, building their self-confidence and motivation to further their learning (Larson,
2006).
responsible for their own choices and actions. This can also include elements of self-
regulation and self-control. Quite often, as in the case study of Larson (2006), recess
proves to be a difficult time for students struggling with prosocial behaviors. Recess
provides unstructured time with reduced supervision. Students need to be provided with
alternative choices as they develop the capacity to make good choices in alignment with
school expectations.
Finally, students need to build the capacity to show generosity towards others. In terms of
student growth and development this is achieved through modeled behavior showing
In concurrence with these four needs being met and balanced it is also important to note
that each of these essential needs are met from globally effective strength-based
program models (Brendto et al., 2005). More recent scaling tools have been designed to
measure student strengths and abilities in terms of qualities such as resilience, coping
skills and interpersonal connections. These same measuring methods have also shown
STRENGTH-BASED PERSPECTIVES AND PRACTICES 25
shared qualities to the needs identified in the Circle of Courage model (Brendto et al.,
2014).
The Multiple Intelligences model is one that comes from Harvard University through the
work of Gardner. The proposed model was first introduced in 1983 in the book Frames of
Mind: The Theory of Multiple Intelligences (Gardner, 1983). Gardner deemed that the
measuring of intelligence through standardized methods such as IQ tests were far too
intelligence that individuals possess at varying degrees that highlight the importance of
acknowledging learner diversity and individual talents and strengths (Gardner, 1997).
Linguistic intelligences refers to the mastery of the spoken and written word. Individuals
with a proficiency for language are able to use language effectively including recognizing
the meaning of words (Azid et al., 2016), participating in discussions on various topics,
writing various types of written prose and listening to varying opinions. Logical-
mathematical intelligence refers to one’s ability to reason, calculate and solve problems
involving numbers (Azid et al., 2016). Gardner also saw this as a strengthened knowledge
in recognizing patterns and relationships between abstract symbols and various pieces of
having a natural affinity in artistic domains. Individuals are aware of space and are able
to recreate or represent elements of their reality into design using shape, space and color.
use their body’s movement to express emotion and creativity. Musical intelligence
STRENGTH-BASED PERSPECTIVES AND PRACTICES 26
consists of the learner’s ability to create, understand and appreciate the various elements
of music such as rhythm, tone and melody (Azid et al., 2016). Interpersonal intelligence
incorporates social skills such as the ability to interact with others, work well in a group
the other hand, involves learners being “self-smart” (Gardiner, 1997). These individuals
have a good knowledge and understanding of themselves. They recognize and understand
their feelings and emotions, often engaging in self-reflection. Finally, Gardner identified
various species. They are able to recognize and classify environmental objects found in
Since its original proposal almost four decades ago, many schools across the world have
adopted this, or modified versions of this theory as a method of planning lessons. Various
types of intelligences are incorporated in an attempt to reach more if not all of their
students. This does not mean that each lesson must incorporate all eight of the
learning styles of their students in their classrooms and incorporate the intelligences
STRENGTH-BASED PERSPECTIVES AND PRACTICES 27
playing in the background as students work may engage the more musically inclined
students as well. By incorporating movement into lessons, either through guided “brain
breaks” (Perera et al., 2015) or moving from station to station will more actively engage
the bodily kinesthetic learners. Research conducted by Aziz et al. (2016) found that
through providing middle school aged students the opportunity to experience learning
through a variety of carefully planned enrichment models, geared to tap into individual
multiple intelligences served to stimulate and motivate learners to work towards their
that gives value to the transformative power of strengths. Appreciative Inquiry is a form
seeking their input and expertise within their field as the first step in engaging active and
approach to research that researchers are able to help educators blossom to their fullest
potential and to see themselves and their colleagues as integral members of the
institutional frameworks within the system in which they work. Through this approach
and following the common vision established by the school community as a whole
educators can align themselves with the most current and effective strategies, policies and
contributed to positive collaboration with a shift to sustainable change. These stages must
The first stage of the AI design is the Discovery Stage. Shuyab (2014) referred to this
stage as the time for exploring needs and experiences. It is here that the researcher is able
to learn through surveys, interviews and smaller focus groups the positive aspects of a
particular organization. Cooperrider sought to find the element that breathed life into an
al., 2014). The Discovery stage exists to describe aspects currently being implemented
that are working well within a system. Shuyab (2014) noted that the Discovery stage is
the observation of “what is”. Part of achieving this strength-based element is through the
use of positive questioning throughout the descriptive stage of the AI cycle. Positive
questioning allows participants to reflect on the more positive aspects of their practices,
Quite often researchers will begin by asking participants standard questions such as:
“Think of a time when you were most excited or engaged. What were the factors
STRENGTH-BASED PERSPECTIVES AND PRACTICES 29
surrounding these events?” (Giles & Alderson, 2018). The questions can also be of a
more personal nature exploring what individuals value about themselves, their practices
and their work place itself. In exploring these personal reflections further questions
related specifically to the field of education can be asked. “What are your school’s best
practices? What is the core value that gives your school life?” (Cooperrider, unpublished)
(Kadi-Hanifi et al., 2014). Once these factors have been identified it is important for
researchers to explore how individuals perceive their impact on these factors (Calabrese
et al., 2010).
Following Discovery is the Dream stage. In Shuyab’s writing (2014) this second stage
provides the opportunity for sharing and validation of both group and individual results
from interviews and questionnaires. This stage permits staff the freedom and courage to
Cooperrider stated, that new ways of seeing and understanding the world begin to emerge
(Cooperrider, unpublished). The Dream stage allows individuals and teams to see “what
could be” were the current practices refined to be the best that they could be. Kadi-Hanifi
et al. (2014) phrases it as a team asking “What would our perfect life-giving organization
look like? How would we look if we were inclusive in all we do?” Through the Dream
stage educators are not only provided permission to dream but also to challenge common
assumptions and helps with the suggestion of real possibilities that represent desired
futures outside of the constraints of the system and political mandates of education
(Cooperrider, unpublished).
The third stage of the AI model is the Design stage. It is here that staff, with the support
success they wish to focus on and will design a plan to implement these positive changes.
In an ideal world there would be several areas of a school, in the case of the field of
education, that are working well. To affect true change it is suggested to focus on one
attainable goal at a time. Cooperrider suggests that this stage requires individual
conversation to grow and evolve into group discussion. Likewise, individual vision
(2014) outlined the design stage to be a time where the learning organization and
community share what they thought things should be. Positive questioning examples for
this stage of the AI cycle could include: “What will be our guiding principles? How could
we be inclusive all of the time?” (Kadi-Hanifi et al., 2014). The positive and strength-
based framing of these questions lends to excitement and a sense of authorship on the
The final stage is known as the Destiny stage. It is here where the organization’s team
determine to implement the plan for change that was previously developed during the
Design stage.
Literature published in the field of both positive psychology and strength-based practices
have identified several fundamental principles of strength-based practice within the early
education system. These principles can and should serve both as beacons to guide the
development of district and departmental policies as well as tools for educators to use in
STRENGTH-BASED PERSPECTIVES AND PRACTICES 31
order to better direct and reflect upon their current practices (Province of New
Brunswick, 2016; Province of Alberta, 2013; Rapp & Goscha, 2006; McCashen, 2005).
With this common belief system in place school communities are able to develop plans
for the benefit of all students, both individually as well as collectively. Acknowledging
the strengths and potential of each student is crucial to the attainment of their own
individual potentials.
academic and behavioral performance, many struggling students are already aware of
their own deficits. When an educator or an entire system focuses on these same deficits
throughout the school career of a student this becomes part of their identity. To focus on
that same student’s strengths empowers them to grow believing that they are capable of
consistent monitoring of the use of intentional and strength specific language to further
encourage and build a student’s capacity for a lifelong love of learning and self-
actualization.
An absolute belief that change is inevitable and that all students can and will be
successful.
STRENGTH-BASED PERSPECTIVES AND PRACTICES 32
In moving from a deficit to a strength-based system of practice there is the potential for
great change. When educators are teaching to a student’s strengths, growth and change
will inevitably occur. While not all students may have the same potential for learning in
regardless of their challenges, have the ability to learn. Without this understanding and
These positive changes can only occur through the creation of safe classroom and
invested in building relationships with students, both in terms of the individual student as
well as the entire classroom dynamic. These relationships built on trust, understanding
and respect will lend to the creation of a classroom environment where students are
willing to take the necessary risks to learn new things and develop their own skills.
Beyond the principle that the language educators use can have an impact on student
learning and their self-concept, it is equally as important to recognize and accept that a
student’s preconceived notion of self is the only truth that matters to them. While a
student’s learning trajectory is not concretely predetermined, their mindset can play a
student’s belief about their ability to learn will not lend to their ability to redefine
language as well as opportunities for students to display their strengths and grow in
STRENGTH-BASED PERSPECTIVES AND PRACTICES 33
knowledge that this reality may begin to shift to one of a more positive, strength-based
nature.
Students will have more confidence and be more willing to take the first step towards
learning if they are invited to begin with what they already know.
Students are generally aware of the things they are unable to do and what they do not
know. While learning is about an individual’s ability to take risks, make mistakes and
continue learning despite these mistakes, this is not an easy feat for anyone. It is more
realistic to allow students to demonstrate their knowledge and strengths by inviting them
to practice what they have already mastered. From there a gradual insertion of more
Learning is a lifelong endeavor. It is not something that can be achieved overnight, nor is
it something that can be given a specific end point. Building a student’s capacity to learn
and build upon their strengths and talents is a process. From this process a student can
One of the most remarkable elements of the strength-based approach is that each
collaboration; using each other’s strengths to achieve a task or improve upon something
The Universal Design for Learning (UDL) is a model out of Harvard University
developed by Rose et al. (2002). It has been implemented as one type of inclusionary
framework in various countries around the world particularly in North America. It is one
of the primary frameworks that has been embraced by the province of New Brunswick.
Its purpose was to address learner differences by removing certain barriers, both
curricular and environmental, to meet the needs of all students within the common
classroom setting (Katz, 2016). It stands to reason that students, regardless of physical,
social and academic abilities, would require learning to happen in a variety of ways
within an environment that promotes the various needs and learning styles of all students.
Teachers until recently were not provided with professional training to meet all of these
needs. This resulted in several students being “left behind”. Students require an element
into three key principles of education: engagement, representation and action and
2017). Finally the principle of action and expression addresses how learners are able to
learn. Within the examination of UDL Lowrey et al. (2017) focused not simply on
student engagement and achievement but also on the impact this framework had on the
teachers using it. It was reported that teacher perception of efficacy and their observable
ability to reach learners in need increased dramatically. As well, the promotion of team
work among staff to ensure student and professional success was heightened. This team
work and collaboration necessitated the discussion about inclusionary practices available
and being used as well as other possible strategies (Lowrey et al., 2017).
STRENGTH-BASED PERSPECTIVES AND PRACTICES 35
Each of these identified principles: engagement, representation and action and expression
are separated into the three incremental elements of learning: access, building and
internalizing (CAST, 2018). Within the principle of engagement students receive access
to learning by being provided options to develop their individual interests. This not only
increases student autonomy and engagement through personally relevant and valuable
learning topics but also reduces the risk of distraction. Students begin to build knowledge
and understanding by increasing their efforts and persistence in completing various tasks.
These strategies can be seen through varying the complexity and demands of tasks,
forming heightened goals and encouraging collaboration. Students are able to internalize
their engagement through learned self-regulation. This can be achieved through the
vocalization of clear expectations and beliefs by the educator. Teachers can also support
students in the learning and development of effective coping skills and strategies as well
CAST, 2011
STRENGTH-BASED PERSPECTIVES AND PRACTICES 36
Students are able to develop their representation of what they are learning following the
same method of learning. Students access their learning beginning with their perception of
the content they are learning. It is here that teachers can use some very tangible strategies
to allow students access to learning content. This can be achieved through the visual and
graphic way in which lessons are displayed. This can also be achieved through the use of
auditory sound systems in the class which allow students to hear instructions and content
being more clearly delivered by the teacher. Students build their representation of learning
decoding of text and developing universal ways to communicate across language through
comprehension. In this more complex stage of learning students are able to, with the
support of teacher modeling, display abilities for creative thinking and identifying patterns,
One of the many ways to access action and expression of learning is to provide several
now understood that students have varying needs to optimize their individual learning
often requiring different ways to respond to the content being presented. Within the
classroom this could be the use of strategies such as providing increased wait time,
important that students have the appropriate access to tools, resources and assistive
technology. Students are able to construct their learning by being given the option to
express their learning through various forms of media: PowerPoint, drawing, music and
drama as well as being provided a variety of supports to help with construction: spell
STRENGTH-BASED PERSPECTIVES AND PRACTICES 37
check, text to speech predictor, calculators and mapping tools. Finally, students are able
to internalize their ability to express their learning by having the teacher provide options
for executive functioning. Teachers can guide students to set appropriate goals, support
In her review of literature focusing on the UDL framework, Katz (2016) noted that there
was limited research that had been done on the effectiveness of the use of UDL strategies
on learners without disabilities (Katz, 2016). This would indicate that while there is a
The Three Block Model (TBM) is an extension of the UDL Framework developed by
Katz in 2012. While it maintains similar principles as UDL it has the added focus of
technology and differentiation in an attempt to explore not only the academic side of
learning but the social-emotional as well (Katz, 2013). The first block of the TBM
addresses students’ social-emotional wellbeing. There are various tools and resources
already developed and available to aid in the implementation of this first block. The
Respective Diversity program allows students to develop the ability to identify their own
strengths and limitations as learners. It also allows students to see the different strengths
and challenges of others and how they can serve as a resource to them for their own
learning (Katz, 2016). Spirit Buddies was another suggestion given by Katz (2018) as a
program to improve students’ sense of belonging and ability to develop meaningful social
relationships (Katz, 2018). Practices such as classroom meetings provide a safe and
controlled environment where students are able to discuss and make decisions while
The second block of the TBM addresses the diversities identified in the first block
classroom teachers report struggling, considering the various needs of learners in any
given classroom. Taking from the UDL framework teachers should give students diverse
opportunities to access, process and represent their learning. This can be achieved using
the various strategies suggested above or by other teaching methods such as diverse
essence, the pedagogy of education that is well understood and tearing down its barriers
Finally, the third block of the TBM framework addresses the systems and structures that
funding and supports impact many aspects of school life. Funding could be interpreted to
be the hiring of qualified teachers and support staff as well as the design and construction
teaching practices and timely intervention and evaluation by internal education student
service team members. At the district or departmental level this support could be seen in
terms of relevant and useful professional development sessions as well as allocated days
for the specific purpose of planning or learning the new programs and strategies that are
being recommended. Teachers at the global level have been reported in several academic
research interviews to feel unprepared and unsupported to serve the current student
demographic. Also when UDL and TBM are presented as policy mandates teachers may
STRENGTH-BASED PERSPECTIVES AND PRACTICES 39
feel as though they have lost a degree of autonomy in their classroom and profession and
following the Three Block Model found a shift in student perception in terms of learning.
Students began to take accountability for their own learning viewing it as an opportunity
to enrich their futures. Students also reported feeling more independent in their learning
whereas before they were completely reliant on their classroom teacher to direct their
learning and feed them information that was deemed to be important (Katz, 2016). This
perception of learning promotes the idea that learning is a lifelong process. It should be
noted that, like inclusion itself, TBM was not designed to be used as a program to be
implemented. The TBM, according to Katz (2016), allows teachers to practice pedagogy
by designing academically rigorous lessons while differentiating to meet the needs and
“Learning starts where the learners are, not where we want them to be or where the
curriculum imagines them to be.”
Rickabaugh, 2016
Personalized Learning (PL) is a model that extends beyond the scope of differentiated
learning. Unlike differentiation which focuses on the use of distinctive strategies to teach
students in the way in which they best learn departmentally mandated educational
Maslow theorized that individuals all have an innate desire to realize their potential and
achieve self-actualization (Zhao, 2018). Individuals are also naturally motivated to learn
and improve (Deci & Ryan, 1999). Through the active use of PL, learners complete an
STRENGTH-BASED PERSPECTIVES AND PRACTICES 40
initial learner profile which serves as an assessment highlighting who the student is as a
learner as well as an individual. From this students are able to “understand what, why and
how they should learn” (Rickabaugh et al., 2017) through documented strengths,
PL permits students to shift from the passive role of a learning to a partner and leader of
to have forgotten about students’ abilities to organize and manage their learning (Zhao,
curricular content while at the same time providing students with learning opportunities
fitting of their strengths, interests and competency development. This prompts a shift in
educators as well as they move into the role of co-creator of learning plans for individual
needs teacher can shift their professional responsibilities to ones that enable all students
to grow in their own learning experience. Rickabaugh (2016) writes that noticeable shifts
can be noticed in teacher practice. Rather than planning lessons teachers are designing
learning resources. Rather than employing established teaching practices teachers are
teaching strategies Rickabaugh urges that educators first discover what kinds of
instruction each student needs, taking their readiness, strengths, needs and interests into
There are many frameworks that have been designed and can be used to first initiate a
proposes a honeycomb model for the scaling and sustaining of PL. Working from the
inside out three core components are identified as being the center of successful
Based Progress.
Learner profiles are co-created between educators and learners and are comprised of rich
and current information about the learner as a means of identifying strengths, capacities,
academic status, learning related skill sets as well as potential learning drivers.
Customized learning paths allow students both voice and choice in regards to their
learning. Again, these are co-created between learners and educators to extend beyond
traditional compliance of learning standards and curriculum mandates to direct and focus
which should be a marker of achieved mastery in any given subject, various forms of
learning, progress and reframe learning goals as needed (Rickabaugh, 2016). The use of
constructive and timely feedback is another way of ensuring the student learning is being
Another recent framework has been presented to the Province of New Brunswick by
indicators allowing teachers to identify their practices on a five point scale ranging from
Pre-Awareness to Sustained and Embedded Practice. Morrison & Peterson identified four
philosophies and assumptions about student abilities and learning habits (Lopez & Louis,
2009). It also identifies the need for organization frameworks to be put in place to
pathways to learning, the enabled use of technology as a further tool for learning as well
unique element which takes student well-being and social-emotional learning into
account. This component involves having external partnerships and agencies in place to
Progress Checks recognize the need for educators to use meaningful means of assessment
There are several different models that have been developed by educational researchers to
display prominent competencies necessary for students to flourish beyond their formal
education experiences. Education systems around the world have been developing
frameworks as a means of bringing student strengths, through human skills and values, to
the forefront of the discussion. The Council of Chief State School Officers in the United
embedded holistically and supported by the school culture which believes that learning
happens anywhere and at any time. Likewise, the framework identifies the various
Jobs for the Future and the Council of Chief State School Officers, 2015
STRENGTH-BASED PERSPECTIVES AND PRACTICES 44
Similarly, the Province of Alberta has developed a similar framework in which student
competencies are the focus of embedded practices and teaching models. The diagram
below was developed by the Province of Alberta (2011) as a way to illustrate their
competency based student learning framework. This student centered approach does not
deny the importance of foundational educational subjects such as literacy and numeracy.
Rather, it aligns these components with “an interrelated set of attitudes, skills and
knowledge” (Province of Alberta, 2011) that can be applied to several different life
communication, digital fluency and collaboration are just some of the competencies
instruction focusing on the development of critical thinking and problem solving skills
provides students with the opportunity and experience to review, analyze and assess
curiosity. Having a focus on communication goes beyond reading and writing but also
entails having students understand and interpret the thoughts, ideas and emotions of
More locally, the Francophone School Districts in New Brunswick have also developed a
framework based on desired competencies they wish their students to attain before
leaving the public school system. Much like Alberta their focus extends beyond the
Districts have categorized the competencies into three domains: social, cognitive and
communicative. Within each category competency descriptors and goals are included to
identify how each of these competencies foster well-being and resilience in the individual
students (province du nouveau brunswick, 2018). These are just some of the ways in
which having these competencies embedded within the provincial curricula will enable
explicit and intentional learning opportunities to provide students with a truly inclusive
21st Century Learning is an educational movement that received a great deal of attention
with the arrival of the new millennia. Recognizing that students were being educated
through traditional practices and being prepared for careers that did not yet exist, C21
education system to ensure that students are able to thrive in an ever-changing world. In
particular, there are seven competencies which have become the focus of 21st Century
culture and citizenship and computer and digital technology (Milton, 2015). While
STRENGTH-BASED PERSPECTIVES AND PRACTICES 46
Canada has one of the leading educational systems, much of learning is based on the
perspective of education as proposed by the 21st Century model is one where education is
a social and collaborative process where students are empowered to take ownership of
their own learning experience. This proposes a learning environment that is grounded in
of what is being learned. To prepare students for the future will require transformative
systematic shifts. All stakeholders in education will have a role to play and changes to
A common misconception is that 21st Century Learning would see students staring at a
computer screen for their entire school day. This is not the case. 21st Century Learning
promotes the use of technology and digital artifacts as another useful tool to promote
meaningful learning opportunities. Dunn & Inglis (2011) see 21st Century Learning as
STRENGTH-BASED PERSPECTIVES AND PRACTICES 47
extending far beyond merely providing student access to technology. For these skills to
Professionals in the field also argue that incorporating various modes of technology
within the classroom enables a truer sense of inclusion as it levels the playing field for
technology have long been used for individualized intervention programming for
struggling students. These same programs can be beneficial for all while also allowing
those special needs students to participate in whole class discussions and activities (Dunn
mental health in today’s ever changing cultural climate. The Pan-Canada Joint
Consortium for School Health (2013) published a model for Comprehensive School
Health taking a more holistic approach to individualized student learning with well-being
at the forefront and being recognized as a key aspect for student achievement. This model
school health method. When these four components are present and in-sync students can
learn in a way that supports the realization of their full potential both as learners and
In this model four main areas are identified as being interrelated parts of the whole school
approach. The social and physical environment play a key role in a student’s experience
with education and being part of the school community. While inclusion is often seen as a
the mainstream classroom (Pavlovic, 2016) its initial intent was one where all students,
regardless of abilities were included in the classroom and provided with instructional
methods, tools and resources that would allow all students to strive. The research in terms
and inclusive classroom setting which allows all students to thrive and flourish, taking
risks in learning in order to meet their full individual potentials. Beyond the organization
of the physical space of the classroom including elements such as student placement,
calming spaces, and interest centres the social aspect of environment is of equal
this PL model, use the term “ecosystem” to describe the interwoven elements necessary
to provide the ideal climate for student learning and success. The establishment of
STRENGTH-BASED PERSPECTIVES AND PRACTICES 49
meaningful relationships built on trust and respect are crucial to the creation of a
of the school community as a whole, this approach fosters the growth of competency,
One of the most recognized aspects of education is the teaching and learning aspect.
While this may seem redundant to be considered within an educational model it remains a
key component to a balanced learning experience for students. Beyond the formalized
also encompasses the pursuit of continued professional learning opportunities for staff
related not only to teaching methods but also on the subject of mental health and well-
being. For this component to be successful there needs to be the shared knowledge and
Policies designed and implemented from the departmental, district and individual school
levels can have a significant impact on learning experiences. It is important that all major
stakeholders are aware of the guidelines and practices initiated by these agencies to
partnerships and services in recent years. This does not only include the developing
working relationships between the schools, students and their families. Partnerships are
also considered to be established working relationships with other schools in the area as
well as organizations and businesses within the community. Beyond this, other sectors
STRENGTH-BASED PERSPECTIVES AND PRACTICES 50
such as those specializing in health and social word, should be working together towards
There are various models of a tiered system approach providing response to intervention
that enable all students to receive the education, resources and support necessary for them
to succeed. These response to intervention (RtI) models came out of necessity after the
adoption of inclusive education policies around the world. Though initially designed with
the focus on academic learning, RtI offers a comprehensive model for both early
intervention of both behavioral and academic delays being exhibited by students within
the inclusive education system (Fox et al., 2010). RtI is a continuum-based process that
making in order to facilitate early intervention on behalf of the students requiring support
(Howery et al., 2013). The practices and interventions rely heavily on evidence based
research and practices in order to best serve students in need or at risk. Through
in-house student support services team in order to plan and guide further interventions.
Most commonly these tiered interventions are presented in the form of a pyramid of
This three tiered system identifies the various degrees of intervention that are available to
students based on the interventions that have already been attempted as well as the degree
of need that is being exhibited. The majority of students exist in the bottom tier of the
pyramid. At this level, there are universal accomodations that are available to all students
instruction, accepting different individual learning patterns (Fox et al., 2010) as well as
social-emotional centered learning are just some of the interventions available in the first
tier of the pyramid model. Howery et al. (2013) noted the metaphor surrounding the
pyramid of interventions to be that “the higher levels of support are ineffective without a
solid base”. For this reason many schools and districts put a great deal of time, money
and support into properly funding and implementing the universal interventions so that
fewer students will require the more extensive tertiary supports of the upper tier. As
students begin to demonstrate certain risk factors such as behavioral issues or falling
below curricular expectations they are met with more targeted interventions. While
typically only 15% of students require these second tier interventions they are aided
smaller groups and progress monitoring. The third tier contains much more elaborate and
extensive interventions and are carried out as a remedial approach to improving behavior
and academic performance (Fox et al., 2010). These interventions differ from the second
tier as the practices are more individualized and intense both in instruction frequency and
evaluation methods.
expected behavior is the Positive Behavior Interventions and Supports (PBIS) program.
PBIS has become a prevalent addition to the larger RtI model being implemented
throughout North America and other parts of the world. With government initiated
policies such as “No Child Left Behind” as well as the various interpretations of inclusive
education schools have been tasked with the challenge of dealing with behavioral issues
and disciplinary measures beyond the traditional detention and suspension methods
(Knowles, 2014). Much like the pyramid of interventions, PBIS programs are proactive,
behaviors commonly exhibited within the school setting. Frequently, these programs are
also based on the familiar principle of tiered interventions. The first tier addresses whole
school expectations and policies surrounding behavior. These policies can include
attendance, tardiness and overall expected interventions (Chitiyo & May, 2018). Unlike
the pyramid of interventions, however; the tier two and three interventions not only
provide consequences for unexpected and inappropriate behavior but also attempt to
determine the root cause of these behaviors. Like any program or framework being
buy-in, proper and thorough training as well as consistent application of the programs and
its procedures. In their research Knowles (2014) confirmed that the proper enactment of
the PBIS program positively altered school climate and individual student academic
performance.
The common forms of RtI as mentioned above do show a proactive desire to provide
support and services to students at risks of falling through the cracks within the education
system. These tiered models, however, do not promote interventions from a strength
based perspective and function from deficit-based focus. “The individual is not the
problem. The problem is the problem” (McCashen, 2005). Deficit-focused programs and
al., 2013). More recently with individual strengths being at the forefront of academic
research and discourse other models are being developed to address these limitations.
Laija-Rodriguez et al. (2013) introduced such a model in their detailed discussion of the
students’ strengths, assets and needs in these various areas of development while also
helping parents and students to also understand as well through the development and
LeStAIM differs from traditional RtI models particularly in terms of its assessment
qualitative data provided by the student throughout the assessment periods as a way to
STRENGTH-BASED PERSPECTIVES AND PRACTICES 54
means to better assist the student through the planning of appropriate interventions in
their learning. Beyond traditional standardized testing methods, attention must be made
competencies.
Through the extensive review of the various education models stemming from Positive
education that has been present in educational research and discourse since Piaget
STRENGTH-BASED PERSPECTIVES AND PRACTICES 55
important aspect of learning in the use of such approaches as UDL (Rose et al., 2002) and
Personalized Learning (Rickabaugh, 2016). Meanwhile the three elements of Deci &
seen and discussed repeatedly throughout several other models and approaches that have
been reviewed. The Circle of Courage, while using different terms, refer to the
UDL (Rose et al., 2002), TBM (Katz, 2016) as well as PL (Morrison & Peterson, 2013)
behaviours and approaches as well as collaboration between educators and other learners
with the competency models themselves there are several elements that align with Deci &
solving, critical thinking (Alberta, 2013) as well as cognitive and instructional processes
(C21, 2012) are key competencies to be mastered throughout the learning process.
Seligman (2001), Keyes (2002) and Morrison & Peterson (2013) has been incorporated
approach to learning.
STRENGTH-BASED PERSPECTIVES AND PRACTICES 56
Much like the second phase of Cooperrider’s Appreciative Inquiry cycle, educators and
researchers in the field must be able to recognize what is already breathing life into the
system and then dream of how to continue progress looking to the future. Our system
currently operates from a deficit oriented position. Student’s needs are assessed based on
what they are lacking rather than the qualities and strengths they possess that could
further and support their learning. There are elements of strength based pedagogy in
current practices being implemented in schools locally as well as globally. What seems to
allowing both educators and students to flourish and become accountable for their
various criterion that have been identified on a one dimensional plain. There is no
behavioral aspects of learning are invaluable and, to a degree, serve all students as a
means of meeting their various needs. What I am proposing is that we dig deeper in our
Every school is different and for this reason schools may be situated in various places
along the continuum of student service practices and procedures. While schools may have
strong student support services in place many students may still be languishing. Many
which is a crucial element of education often overlooked. It has been established that
students are individuals who learn through a variety of methods. The school environment
and culture then must be one which is designed to nurture the needs of all students,
STRENGTH-BASED PERSPECTIVES AND PRACTICES 57
allowing them to learn in a safe and meaningful way. School cultures that do not place an
emphasis on the establishment of a healthy learning environment may still have students
flourishing within its walls. What then do students need to flourish? From this two
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