rethinking special education data tracking: highlighting strengths, not deficits

by Jenelle McClenahen

traditional assessments fail special education students

For students in special education, traditional assessments often feel like a spotlight on what they can’t do. These tests fail to capture the diverse abilities and potential of students with learning differences. Instead, they create a discouraging narrative for families and educators—one that emphasizes limitations over growth. For neurodiverse children, this “doom and gloom” messaging can hinder progress and strip away hope.

“i can” statements inspire growth in special education

Special education thrives when assessments shift from deficits to strengths. “I can” statements provide a framework that celebrates what students have accomplished and outlines their next steps. For neurodiverse learners, these statements highlight their unique abilities, giving teachers, students, and families a clear and empowering pathway forward. This approach not only boosts confidence but also ensures that teaching aligns with each child’s individual potential.

separating behavior and academic skills in special education

Distinguishing between behavioral challenges and academic skills is crucial. Behaviors often reflect a need for emotional or sensory support, while academic skills require targeted teaching strategies. By assessing these separately, educators can provide better interventions, ensuring that both behavioral needs and academic potential are addressed. This distinction is vital for helping neurodiverse students thrive.

By embracing a strengths-based approach and redefining how we assess neurodiverse children, we can highlight the incredible capabilities of our students, empowering them and their families to envision and achieve a future full of possibilities.