这篇评论文章探讨了加拿大K-12地区特殊学生个性化教育规划过程中权力动态的历史背景(即,从幼儿园到12年级)教育系统。它强调了这种动态如何为教育工作者创造了条件,“将偏见内化为有特殊需要的学生。本文提供了经验证据,支持基于优势的方法在个性化教育规划和文档中的有效性,以重塑学校-教育者-学生联盟并实现特殊教育目标,强调纳入优秀学生及其家庭意见的重要性,倡导学生自决,摆脱传统的病态方法。本文呼吁未来对基于优势的方法进行研究,心理健康素养,和课后过渡,同时使用交叉镜头解决多标量障碍。
This
review article addresses the historical context of power dynamics in individualized education planning processes for exceptional students within Canada\'s K-12 (i.e., from kindergarten to grade 12) education system. It highlights how such dynamics have created conditions for educators\' internalized bias toward students with special needs. This article presents empirical evidence supporting the effectiveness of the strengths-based approach in individualized education planning and documentation to reshape the school-educator-student alliance and accomplish special education goals, emphasizing the importance of incorporating input from exceptional students and their families, advocating for students\' self-determination, and shifting away from the traditional pathological approach. This article calls for future research on strengths-based approaches, mental health literacy, and post-school transitions while addressing multiscalar barriers using an intersectional lens.