Embracing a Strengths-Based Perspective in Special Education

The purpose of this paper is to explore the background of the special education system, particularly examining the system within personal experiences in schools within the New York City system. Research has shown that the special education system often addresses students in a deficit-focused manner, which seemingly diminishes the positive attributes of the individuals, disregarding their strengths, interests, and backgrounds. Considering alternative approaches and understandings to Howard Gardner’s Theory of Multiple Intelligences that focus on students’ strengths and interests, this paper provides substantial evidence and strategies as to why students with disabilities, in particular, should be embraced, rather than forced to fit into an institutional, medical model of education. Two of the primary strategies that this paper recommends are to observe the children in which educators have in their classrooms, as well as develop descriptive reviews of the children, to fully encompass them from a strengths-based perspective. The findings and recommendations within this paper highlight what the current special education system lacks and what further steps should be taken to improve the quality of education for students with disabilities, as well as students in general.