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John Anthony Milliss delivered by Penny Robertson problems as stated by Callaghan (2003, p.2). When we focus on what a student is able to do the chance of a student's success within the curriculum is greater. Therefore, schools need to move beyond results from normative assessments and more towards strength based assessment, as these forms of assessment will give us a greater understanding of the child’s strengths, skills, competencies and the student’s use of resources (Epstein, 2000, p249). There are numerous assessment strategies that can be utilized for inclusive program planning. Anecdotal records, conferences, contracts, peer evaluation, portfolios, student journals, simulations, student-led conferences and teacher observations are all forms of assessment (DETACT, 2011, p.11-12). Teachers should utilize various strategies to determine a student’s knowledge of the curriculum. When planning instruction for students the goal as Van Kraayenoord (2005, p.15) states is ‘to create contexts that enhance the learning of our students’. Teachers should know which learning styles their students prefer. Once this is known teachers can plan lessons reflective of their student's needs. The greatest step in moving towards strength-based practices is the further education of teachers. Schools need to develop a ‘whole school approach’ to strength-based practices. Teachers need to reframe their thoughts, to start thinking about students in a more positive way. When this occurs students will also start thinking differently about themselves as stated by Callaghan (2003, p.3). Assessments can reveal a variety of data that teachers and schools can utilise. Student strengths can be revealed through various assessments. Teachers need to identify these and use them as a basis for planning appropriate teaching strategies and also programs. Individual program planning can further promote the process of assessment for identification of student strengths.
John Anthony Milliss delivered by Penny Robertson Individual Program Planning – a collaborative process. The process of developing an Individualised Education Plan (IEP) involves a number of key stakeholders, (DEECD/DHS, 2012, p.2) and its role as Horrocks (2001, p.188) states ‘is to bring together key stake holders to negotiate the curriculum access and participation needs of the student’. The key stakeholders form a group known as the Student Support Group. The student support group consists of the following members: school principal, classroom teacher, student (where appropriate), parents of student and any external service providers (DEECD, 2012, p.2). Weisshar (2010, p.208) states that there are three components in the strength based IEP process: preparation, presentation and documentation. All three components involve key stakeholders working together collaboratively. Developing a strengthbased IEP creates ‘an attitude of fairness, a partnership and a greater perspective on how people and relationships are valued by the school’ (Weisshar, 2010, p.208). Parents play a vital role in the planning and implementation of an IEP. They bring to the IEP meeting a ‘holistic understanding of the child’ (DEECD/DHS, 2012, p.3). Parents are able to let educators know what works best with their child. This information would be collected in the preparation component of the IEP, the completion of questionnaires or through informal interviews. Once the IEP is implemented the role of the parent is still necessary. Many long and short-term goals can relate to the home. When parents are included in the implementation of strategies at home to achieve IEP goals, they are reinforcing the partnership and the collaboration process involved in planning. For an IEP to be successful, collaboration between key stakeholders is essential. Collaboration, as stated by the Ontario Ministry of Education (2004, p.E12), is 'important to ensure that all members have a common understanding of the students strengths, interests and needs’. All members have their own perspective of the
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