Your Child’s Strengths
Sometimes we get so wrapped up in getting our kids’ needs met, we forget to address their strengths. And, IDEA is pretty clear about this. It’s even first on the list!
In some sections, IDEA lists ‘strengths of the child’ as the first item. But again, we often go into IEP meetings with the mindset that the school is going to tell us “no” and we forget to address strengths or assets.
See? It’s right here. (bold mine)
(3) Development of IEP
- In developing each child’s IEP, the IEP Team, subject to subparagraph (C), shall consider—
What are your Child’s Strengths?
And sometimes, during a meeting, we’re put on the spot. We know our kids are great kids, with a lot of assets and qualities to offer the planet. But under stress, we draw a blank.
Well, no more! Maybe you want to jot these down for the IEP meeting. Or just swipe them for your IEP parent concerns letter.
Many of these were crowdsourced from our Facebook group.
Child’s Strengths Examples
- Outstanding memory in areas of interest
- willingness to forgive and give people second chances
- Persistent in reaching his desired outcome
- He has a strong desire for social connection and friendship
- He has an excellent memory and excels in completing tasks when given clear lists or flowcharts
- strong negotiating skills
- Is curious about the world around him/her
- Has a good sense of time, can plan
- Fun fashion sense as a means of expression
- Sensory/tactile learner, multi-sensory learner
- great at finding efficiencies
- able to recognize when work is truly necessary
- Eager to learn when refocused consistently
- When regulated M is a sweet considerate child
- Thinks out-of-the box to find unconventional and creative solutions
- Generous and sharing
- exercises great emotional restraint when pushed to his limits
- Is empathetic toward the needs of others even if he cannot express
- Demonstrates an ability to learn
- Consistently processes information and responds, even though it is a delayed response
- ability to verbalize when he is upset or disregulated
- may appear disinterested in class or not paying attention, but when questioned can regurgitate back the information that was just presented
- May be impulsive, but once regulated can usually identify the situation and trigger with great accuracy
- Can solve equations in his head, may show frustration at having to show work
- enjoys sticking to a routine
- Can adapt to changes in daily schedule with proper warning and notification and explanation
- strong desire to do well and please others
- happy, pleasant child when regulated
- is able to set realistic, achievable goals for herself
- Can follow 1/2/3 step directions
- Can follow directions when given clear, direct language
- Is able to and will ask for help when needed
- Can make a decision given 2/3/5 choices
- will interact appropriately with peers
- communicates appropriately to peers
- can initiate tasks/projects
- working memory has improved to where she can…….
- can listen intently without interrupting
- will raise hand and wait patiently to be called on
- recognizes and respects personal space of others
- can do 4/5/6 volleys in a 2-way conversation
- can verbalize when being teased/bullied and respond appropriately
- will accept unsolicited adult assistance/help without resistance
- good sense of balance and motor planning
- Learns material best when moving around, gross motor movement
- Likes to ride his/her bike, skateboard, and/or other self- powered personal vehicle
- good physical health
- physically strong
- athletic abilities (elaborate)
- Likes to exercise, will initiate independently
- good physical endurance
- Can follow instructions/rules for games such as (give examples)
- is a fair loser and winner
- Plays musical instrument (elaborate)
- participates in (community activity/sports) and elaborate
- Is aware and will be safe in the following setting (elaborate) and will respond appropriately
- Can care for the family pet (elaborate)
- Can act appropriate around a baby or younger child
- Enjoys working independently or in groups
- is persistent in carrying out assignments or activities
- Keeps a personal diary or journal
- Understands sarcasm, enjoys telling jokes
- Possesses a sense of personal responsibility
- Has strong opinions about controversial topics and able to verbalize them
- Marches to the beat of a different drummer
- Handles stressful events well (e.g. is resilient)
- Has good character (e.g. honesty, integrity, fairness)
- Is able to plan for the future, describe future goals
- Displays good common sense and decision making
- Explains ideas or concepts well to others
- Asks relevant questions
- Has good listening skills, without interrupting
- Handles verbal feedback well
- Is able to effectively use non-verbal cues to communicate with others
- persuasive in getting someone to do something
- assertive skills without being pushy
- optimistic attitude
- can express how he/she is feeling
- Can easily pick up on the emotional state of another person
- Enjoys socializing with others
- Has at least one good friend
- polite and has good manners
- able to work out his/her own conflicts with others
- Volunteers his/her time
- friendly to others
- good at sharing with others
- good personal hygiene
- Trusts others without being naïve
- liked by his peers
- good organizational skills
- good study skills
- able to pay close attention to details
- good short-term and/or long-term memory
- able to become totally absorbed in an activity
- Has traveled to other countries
- tolerant of others who have cultural, ethnic, or racial differences
- pride in his/her own cultural, ethnic, or racial background
- Likes to find out about historical events around the world
- Enjoys learning about different cultural traditions
- Enjoys reading books
- Has good reading comprehension
- Enjoys doing word puzzles
- a good writer in one or more genres
- good speller
- large vocabulary for his/her age
- Enjoys listening to audio books or to someone telling a story or reading out loud
- Has a chemistry set or other science kit that he/she works with at home
- Enjoys logical or number games or puzzles like Rubik’s cube or Sudoku
- aptitude for fixing machines or mechanical things
- Likes to create three-dimensional structures with building materials
- good at doing jigsaw or other puzzles
- able to read maps well
- able to visualize images clearly, can describe
- Gets information more easily through pictures than words
- sensitive to the visual world around him/her, can express verbally and respond appropriately
- good handwriting
- good eye-hand coordination
- enjoys hiking and/or camping in nature
- Likes to spend time using a computer, tablet, or smartphone
- uses internet appropriately for school and entertainment
- Knows how to set up audio-visual or computer equipment
- Likes to text on the phone
- Enjoys social networking (e.g. blog, website, Facebook); uses appropriately
- Has several his/her own favorite movies or TV shows that he/she likes to talk about and can do so without manipulating conversation
- Loves learning new things; will seek out knowledge
- good test taker
- loves to run
