Abstract
Student voice and agency can be leveraged to move away from deficit ways of thinking about disability and instruction. This framework offers an alternative to goal setting and instruction that aligns with student strengths and interests. Building on Person-Centered Planning and asset-based pedagogy literature, six steps make up this framework for student-centered, inclusive instructional planning: (1) Communication Inventory, (2) Centering the Student, (3) Making Action Plans, (4) Ecological Assessment, (5) Gather and Reflect, and (6) Inclusive Goal. This process, when taken up with several key commitments (i.e., prioritizing critical reflection), can be used to: get to know students, transition students to new school teams, facilitate student-centered annual Individualized Education Programs, or engage in the evaluation process.
Keywords
Get full access to this article
View all access options for this article.
