here - SBS Documents
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John Anthony Milliss delivered by<br />
Penny Robertson<br />
problems as stated by Callaghan (2003, p.2). When we focus on what a student is able<br />
to do the chance of a student's success within the curriculum is greater. T<strong>here</strong>fore,<br />
schools need to move beyond results from normative assessments and more towards<br />
strength based assessment, as these forms of assessment will give us a greater<br />
understanding of the child’s strengths, skills, competencies and the student’s use of<br />
resources (Epstein, 2000, p249).<br />
T<strong>here</strong> are numerous assessment strategies that can be utilized for inclusive program<br />
planning. Anecdotal records, conferences, contracts, peer evaluation, portfolios,<br />
student journals, simulations, student-led conferences and teacher observations are all<br />
forms of assessment (DETACT, 2011, p.11-12). Teachers should utilize various<br />
strategies to determine a student’s knowledge of the curriculum.<br />
When planning instruction for students the goal as Van Kraayenoord (2005, p.15)<br />
states is ‘to create contexts that enhance the learning of our students’. Teachers should<br />
know which learning styles their students prefer. Once this is known teachers can plan<br />
lessons reflective of their student's needs.<br />
The greatest step in moving towards strength-based practices is the further education<br />
of teachers. Schools need to develop a ‘whole school approach’ to strength-based<br />
practices. Teachers need to reframe their thoughts, to start thinking about students in a<br />
more positive way. When this occurs students will also start thinking differently about<br />
themselves as stated by Callaghan (2003, p.3).<br />
Assessments can reveal a variety of data that teachers and schools can utilise. Student<br />
strengths can be revealed through various assessments. Teachers need to identify these<br />
and use them as a basis for planning appropriate teaching strategies and also<br />
programs. Individual program planning can further promote the process of assessment<br />
for identification of student strengths.