First, Discover Their StrengthsMethodologies for Identifying Talents, Virtues,

Abilities, Interests, Intelligences, and Capacities in Students with Special Needs

Strength-Based Assessment in Special Education

• Research Studies on Strengths• Formal Assessment Tools• Informal Assessment Approaches• New Special Education Job

Description: Strengths Specialist

Research Studies on Strengths

• Baron-Welch Art Scale (Bipolar Disorder)• Block Design Task (ASD)• Raven’s Progressive Matrices (ASD)• Impossible Figures Task (Dyslexia)• Drawing and Description of an Elephant

(Williams Syndrome)

Formal Assessment Tools

• Behavioral and Emotional Rating Scale, 2nd Ed. (BERS2)

• VIA Character Strengths & Virtues• Dunn & Dunn Learning Style Model• 40 Developmental Assets®• Clifton Youth Strengths Explorer™• Torrence Test of Creative Thinking• Multiple Intelligences Developmental Assessment

Scales (MIDAS™

Identifying Strengths in Students

• Observation

• Documentation

• Cumulative Files

• Colleagues

• Parents

• Students

Strengths Specialist in Special Education: Competencies

• Research in strengths of neurodiverse students (M.Ed. Thesis or Ph.D. dissertation)

• Familiarity with strength-based literature• Familiarity with literature on strengths in

special education populations• Competence in using a range of formal

strength-based assessment tools• Competence in using a variety of informal

strength-based assessment approaches.

Strengths Specialist in Special Education: Responsibilities

• Design a strength-based protocol of formal and informal assessments (individualized)

• Assess strengths in existing and entering special education populations

• Develop curriculum strategies for each neurodiverse student based on his/her strengths

• Consult/Co-teach with regular class teacher on using strength-based strategies with neurodiverse students

• Conduct professional development programs with staff on strength-based learning and neurodiversity

References p. 1• Armstrong, Thomas. “Describing Strengths in Children Identified as ‘Learning Disabled’ Using

Howard Gardner’s Theory of Multiple Intelligences as an Organizing Framework,” Ph.D. Dissertation, (San Francisco, CA, California Institute of Integral Studies), Ann Arbor, MI: University Microfilms International, 1987, 48(08A).

• Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd ed. Alexandria, VA: ASCD, 2009.

• Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012..

• Armstrong, Thomas. ‘’Appreciating Special Education Students’ Diversity,’’ Education Week, February 5, 2013. http://www.edweek.org/ew/articles/2013/02/06/20armstrong.h32.html

• Black, Jenn. ‘’Digital Transition Portfolios for Secondary Students with Disabilities,’’ Intervention in School and Clinic, v46 n2 p118-124 Nov 2010.

• Chan, David W. ‘’Intellectual Styles of Exceptional Learners,’’ in Zhang, Li Fang et al. (eds). Handbook of Intellectual Styles. New York: Springer, 2012

• Dykens, Elizabeth, M. (2006). “Toward a Positive Psychology of Mental Retardation,” American Journal of Orthopsychiatry, Vol. 76, No. 2, pp. 185-193.

• Epstein, Michael H. ‘’Strength Based Assessment,’’ [Power Point] 21st Annual RTC Conference, Tampa, Florida, February 2008. http://rtckids.fmhi.usf.edu/rtcconference/handouts/pdf/21/Workshop%2005/Epstein.pdf.

• Gallup Youth Development Specialists. StrengthsExplorer For Ages 10 to 14: From Gallup, the Creators of StrengthsFinder .

References p. 2• Khatena, Joe, and E. Paul Torrence. Khatena-Torrance Creative Perception Inventory, New York:

Scholastic Testing Service, 1998. http://ststesting.com/ngifted.html• Lenhoff, Howard et al. ‘’Williams Syndrome and the Brain’’ Scientific American, December 1997,

pp. 68-73. • Mottron, Laurent. (2011, November 3). ‘’The Power of Autism,’’ Nature, Vol. 479, p. 33. • Proulx-Schirduan, Victoria, C. Branton Shearer, and Karen I. Case. MIndful Education for ADHD

Students: Differentiating Curriculum and Instruction Using Multiple Intelligences. New York: Teachers College Press, 2008.

• Sanders, Christa A. ‘’Strengths Based Interventions for Students with Emotional and Behavioral Disorders: Implications for School Counselors,’’ Master’s Thesis, Adler Graduate School, May, 2010.

• Shah, Amitta, and Uta Frith, (1993). “Why Do Autistic Individuals Show Superior Performance on the Block Design Task?” Journal of Child Psychology and Psychiatry, Vol. 34, No. 8: 1351-1364.

• Simeonova, D. I. et al. ‘’Creativity in familial bipolar disorder.,’’ Journal of Psychiatric Research, November, 2005, Vol. 39, no. 6, pp. 623–631.

• Stone, Suki, and Dixon Hearne. ‘’Multiple Intelligences and Underachievement: Lessons From Individuals with Learning Disabilities,’’ Journal of Learning Disabilities, August/September 1995 vol. 28 no. 7 439-448.

• Tarver, Sara G. et al. “Figural and Verbal Creativity in Learning Disabled and Nondisabled Children,’” Learning Disability Quarterly, Vol. 3 No., 3, Summer, 1980.

• Torrence, E. Paul. Torrence Test of Creative Thinking. Scholastic Testing Service. http://ststesting.com/ngifted.html

• Yoshimoto, Ron. ‘’Celebrating Strengths and Talents of Children with Dyslexia: An Educational Model,’’ Ld-online. 2000, http://www.ldonline.org/article/5863/

Contact Information

• Email: thomas@institute4learning.com• Website: www.institute4learning.com• Blog: http://institute4learning.com/blog/• Twitter: @Dr_Armstrong