[Abstract]
"The Individuals with Disabilities Education Improvement Act 2004 (IDEA) requires public schools to assure that parents of students with disabilities have the opportunity to participate in Individualized Education Program (IEP) meetings. Strengths-based IEPs focus on student strengths and abilities, rather than weaknesses and disabilities, in preparing parents and teachers for the IEP meeting, presenting information at the meeting, and documenting the meeting in writing. As a special education administrator for more than 27 years, the author has experience in working with parents from the strengths-based perspective, including encouraging parents to participate in the IEP process. In 1994 the author, along with parents of students with disabilities, developed a checklist for parents and public school teachers that focused on the strengths-based approach and was intended to encourage parents to participate actively in IEP meetings. Twelve techniques for reducing conflict and encouraging parents to participate in the IEP planning process at the middle and high school level are presented and described."
[Excerpt, p.208]
"There are three components of the strengths-based IEP process: preparation, presentation, and documentation. The first, preparation, involves preparing the IEP participants, especially the student’s parents, for the meeting. The second, presentation, involves focusing on the student’s strengths and using strengths-based terminology at the meeting. The third, documentation, involves using a strengths-based or ability-based perspective in writing the IEP."