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The concept of Least Dangerous Assumption seems fairly logical. It seems like something that our staff does on a fairly routine basis. It is all about experiences with our students in the classroom that help determine what our students can and cannot do. Getting students to set their own goals and expectations and then helping them to achieve those goals is much of the reason we got into this profession in the first place.
WS

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I agree about the strengths section.  When you ask students  in a Study Skills class about their strengths they often look back blankly.  It takes so much work to get them to realize they have actual strengths.
WS

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I kike the way this video encourages us to think about how classified students are educated.
Much we already new about  and would like to implement. However, the constraints of time, focus on SGO's and standardized tests, filling out IEP's, planning and the nature of the teaching day do not allow for the change to a new paradigm. The fact that this video is almost a decade old may show this.
RH

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While we have made much progress in the views on students with developmental problems there is still a sense that they are segregated and separate. Dr. Jorgensen's description of using the "least dangerous assumption" of presumed competence is enlightening.  Even those of us who have been special educator need to develop the new paradigm.  Labels are not reality. Better to aim too high than too low.
RK

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I agree with KB. Learned helplessness is a vicious cycle that reinforces itself. Research shows that early years make the most difference.The longer helplessness is established, the difficult it is to remove in the later years. It might be helpful if during annual IEP meetings students are led through a process of establishing reasonable and realistic goals (grades) that are unique to them.
SS

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Response to DV for Students with Autism (EW)

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Response to DV for Students with Autism (EW)

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Deanna, I like the question you raise about how we are hindering or enhancing students' communication.  Jorgensen mentions that students who use communication devices often do not have academic language in their devices, rather they have wants and needs unrelated to content areas.  How do we even know if students are competent in something if we literally do not give them the voice to share what they know and understand?

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REFLECTION (EW)

In thinking specifically about our Life Skills population, my thoughts on Jorgensen's competency paradigm go in a few directions.  I think the pendulum swings between a heavy focus on academics, and the heavy focus on life skills that she mentioned.  Students with Autism, who are typically classified as 'mentally retarded' (circa 2009), are assumed to not be able to rise to the challenge of he curriculum of the general education classroom.  When that point is reached, the life and job skills become the focus.  For our students with significant needs and deficits, we need to be sure that the inclusion opportunities being provided are truly meaningful.  I think the focus (academics v. life skills- unfortunately, it is usually one or the other), should be in the individual's and his/her family's hands.  In South Brunswick, with so many different cultures, we see a range of priority amongst different families.  The best we can do is provide as many opportunities for students as we can, with the assumption that they are competent and capable.

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I like the way this video fits into our goal of equity for this year.  I love the idea of challenging every child and I believe we try to do this with our ICS support classes. However, I believe in order for all students to be incorporated into mainstream (ICS) classes, it would need to be done much earlier than at the high school level.  l would love to say that if we believe students will be successful, they will, but unfortunately, this isn't the case with every child.  There is always more involved in whether a child is successful or not.
MT

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I love the idea of looking at student strengths as a way of driving their IEP instead of solely looking at deficiencies.  Using this view of the least dangerous assumption can help give a more positive perspective when assessing and addressing student's needs, for setting IEP goals.
NDS

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I love how this fits in with our school goal of equity!  Why not embrace the "least dangerous assumption" of presuming competence in all!!!   Why not foster the capabilities to learn the general ed curriculum content . . . ICR - there are success stories out that we are experiencing (differentiating and personalizing at its best!)!  I love the terminology used in this video.
NDS

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Some where along the educational line, many LD students have learned "helplessness" and do not advocate for themselves. I agree. Here is where the shift in paradigm is needed. Many aspects of life and education have contributed to this equation.

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I agree that the Norm-referenced assessments limit our students real potential. Many of my students have surprising skills that would be limited under the testing. Students true potentials are not measured just in the classroom and every student can excel based on something that they are great doing.

JS

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I agree that we need to expand our students vocabulary.  In order to help our students with the devices and give them a more age appropriate voice.  I would love to see more training and literacy into what, and how to better expand their communication.

JS

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I absolutely agree that students should have input when formulating their IEP.  I sat down with one of my students last year and we both formulated new goals for the 2018/2019 school year.  It was very productive and the student had good insight into her strengths, weaknesses, etc.

CW

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I disagree with the comment that if a student does not find success, we should view it as failure on the teacher's part.  Many students enter the classroom with challenges that extend beyond the classroom only making teaching the lesson more challenging for staff.  Mental health, family circumstances and student willingness all play a part in student learning.
PO

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"Norm-referenced assessments of students’ intelligence or adaptive behavior usually measure what kids can’t do rather than give us some clue about what students might be able to do if they had the right supports"

This really caught my eye while I was viewing the video. This is something that I think about with my general ed and my special ed students, that if given certain criteria, or placed in a certain environment, how well would some of those students excel? I feel that everybody can be great at something, it just depends on what that something can be.

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I agree that often when a student doesn't learn or isn't successful in class, many times, the teacher becomes one of the reasons why this happens, when in fact, as you said, there are a multitude of factors that can impede learning. To a certain extent, I do believe that as teachers we play a huge role in helping our students access curriculum and make meaningful learning experiences in our classrooms, but the focus should be on the learning process as a whole---what other factors influence student learning, and how we can all continue to grow and work together to ensure that all the basic needs of the learner are met so that they can thrive and succeed. As you said, mental health is of great importance and is an essential part of the learning process.

JM

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Assumptions hinder student learning and hinder's the way we teach them or expect of them.  Changing your mindset changes the outcomes.
RMB

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The IEP has areas for strengths and needs which should be driven by the PLAAFP's as well as truly knowing your student.  Each subject should be represented by utilizing the drop-down menu.
RMB

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II totally agree with the student having a voice in their IEP.  In a document that is all about them, their learning, and their future, there is no input from them on their strengths and needs.
RMB

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I agree with you in the fact that we should be focusing on student input as well as student strengths when writing goals in IEPs. This allows for the opportunity to enhance skills, rather than focus on weakness and what cannot be done.

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Quite often the assumptions we make about students with disabilities ends up hindering their learning and ultimately holds them back towards striving to their full potential. As educators, it is essential to focus on student strength and ability. Our daily beliefs should be geared towards positivity and growth mindset.
CS

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How are we defining success? Is it possible that (for some students) when we look at needs,  we have to prioritize and address things in a way that we believe we can make the greatest gains in the time we have?  At times we may have to consider social and adaptive functioning when we determine placement and goals to improve long term overall functioning, instead of focusing on skills such as the memorization of the much needed Pythagorean Theorem.
RRG

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Yes!  That's such a nice idea.  I'd love to include the student's statement about their personal strengths in the IEP.  Kathleen, can we make that happen?  Maybe it could be a Study Skills assignment?  AR

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One comment that didn't sit well with me was related to something about when a student doesn't learn or be successful, we should view it as a failure on the teacher's part, not the student's part (I'm paraphrasing....but that was how I interpreted it). That may be the case sometimes and I can appreciate how that viewpoint challenges us as professionals to do everything we can to help student's succeed, but there are some many factors that affect learning, aside for capability and level of instruction. Particularly mental health and behavioral needs can have such a negative impact on a student's learning.

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I agree with your use of the word "stigma." In my opinion, stigmatization is ultimately the result of continuing to allow these "assumptions" to continue. For this reason, like the speaker states, I believe a paradigm shift is crucially important.

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I agree Maury. There is a lot that was said in that video that I can agree with, but for some of our students, the dangers do seem significant. If only we had a crystal ball and could feel more confident in which was the best way to go to benefit vs harm the student.

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The speaker's point about utilizing the "Least Dangerous Assumption" is particularly valuable to special education teachers. On a day-to-day basis, assumptions are intrinsically made. However, as the speaker indicates, it is crucial that these assumptions have as little an impact on a student's education as humanely possible. I agree with the speaker when she says that too often assumptions more often than not, intrinsically harm students with special needs. The way to change that paradigm according to her, seems to be to change our daily assumptions.

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During the evaluation process I do think we consider strengths and we should give more appreciation to the process, as we holistically look at the student. I agree in that I think there is a deficit in how it translates in writing onto the IEP and greater detail in specific areas would help.

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I have been surprised by what some of our students have been able to achieve when in looking at their "scores," it would seem impossible.  In looking at the root of my "surprise," it challenged me to delve into my own expectations of that student. I wish there was a way to have more of those "surprises", but in reality, I wish to shift my expectations. Those expectations could have life long implications and influence a learners life trajectory.

(On a side note, I struggle with writing the strengths section of the IEP.  I do ask students for their own input and document it in the IEP, but a lot of students struggle with recognizing their own areas of strength. This should be a year long process instead of just at the Annual Review.)

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I agree with you.  The norm referenced standardized assessments that we administer to our students do not encapsulate all of that student is and what they can do.  Those assessments are derived from very specific theories of intelligence and do not assess all areas of intelligence.  Each student is so much more than any assessment can capture.  However, there is value to those assessments in terms of finding specific strengths and weaknesses.  However, day to day functioning is extremely important and helps complete the picture.  An intelligence test does tell us what kind of student someone is.

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Case managers know that we are supposed to include strengths, but, truthfully, there is one place on the IEP for strengths (and that is separate from the Present Levels information). Maybe the PLAAFP for each area should lead with strengths...

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One of the paradigms we accept is that school is a place where ideas are taught through reading, writing, speaking, and, sometimes, through art.  If that's the model, it's very difficult for students with significant learning differences to keep up with their peers.  In a project-based learning environment, it's much easier for  students with a wide range of abilities to be of real value to the group and to learn.   I had so many students who were unable to keep up with well designed kindergarten lessons in beautifully taught classes because it was the wrong environment for them.  If we decide that an academic model of education focused on reading, writing, recall, and response is the only model in our public schools, then I believe we do a disservice to our students with learning differences.  And I also believe that if we don't change the model but simply blame the teachers for not making inclusion work, we hurt both our most vulnerable students and the teachers who are are working so hard on their behalf.  AR

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I agree with MB and AS that often times the IEP is an assumption of less intelligent rather than a students who may need some assistance. However, the amount of modifications and types of modifications that come up from crossroads, makes the student appear that they are significantly lower, which is not always the case. Not all students need the same modifications.MM

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Going with the "principle of least dangerous assumption" presumes that a student placed in a class that is more challenging than what he/she appears to be capable of can only win.  The child will grow past what he/she would have in a less challenging environment.  But, what if the child develops a negative self-image? Becomes over-whelmed, despite a teacher's best efforts? Has difficulty connecting with other students? When does that placement become a danger, too?
MGW

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Changes need to certainly occur and of course it should begin as soon as possible, but I do think that in order for this to be most successful we need to begin this in the students very early stages of school, so that both students, peers and teachers view this as the typical way of dealing with our students.

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I completely agree. You’re view on students with disabilities is something everyone should adapt. Just because a student does not understand does not mean they aren’t capable. MB

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This is what I thought as well. People automatically assume that an IEP deems someone as less intelligent instead of someone who just needs some help to meet the standards that others meet.

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In general IEPS are developed with us solely looking at deficiencies as a means for goals. When I went to school to get my LDTC one thing they taught us was that students should have more of a say in the development of IEPS and certainly should have some sort of say. In addition, we should also be looking at their strengths to help drive their goals. What are they competent in? How can we use that to help them?

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I think it’s important to never assume when it comes to students with disabilities. The stigma that students with disabilities have a lower intelligence does not apply.

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It is a common thought that students with disabilities are intellectually lower than students without disabilities. People assume that if you don't understand something, there is something wrong with you. We need to change people's thoughts and have them think that if someone has a disability, that person only needs an accommodation to meet the standards that others meet.

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"Second reason to presume competence. Norm-referenced assessments ofstudents’ intelligence or adaptive behavior usually measure what kids can’t do rather thangive us some clue about what students might be able to do if they had the right supports" (Sheryl Jorgensen).  In agreement with Sheryl Jorgensen's statement above, I think that while the data we receive from norm-referenced assessments of students' intelligence or adaptive behavior is important, this shouldn't be the main source of how we plan our instruction and should not weigh so heavily on how we set academic and social expectations in our classrooms. Again, as Jorgensen mentions in her video, our expectations can either encourage or limit student success. As educators it is vital for us to not let these preconceived assumptions of intellectual ability interfere with creating a learning environment where our students have access to general education content.  We need to cultivate a  mindset that with proper support and accommodations,  all students can learn and will succeed given individualized support. 

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"Second reason to presume competence. Norm-referenced assessments ofstudents’ intelligence or adaptive behavior usually measure what kids can’t do rather thangive us some clue about what students might be able to do if they had the right supports" (Sheryl Jorgensen).  In agreement with Sheryl Jorgensen's statement above, I think that while the data we receive from norm-referenced assessments of students' intelligence or adaptive behavior is important, this shouldn't be the main source of how we plan our instruction and should not weigh so heavily on how we set academic and social expectations in our classrooms. Again, as Jorgensen mentions in her video, our expectations can either encourage or limit student success. As educators it is vital for us to not let these preconceived assumptions of intellectual ability interfere with creating a learning environment where our students have access to general education content.  We need to cultivate a  mindset that with proper support and accommodations,  all students can learn and will succeed given individualized support. 

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JM

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We ride a, sometimes, bumpy road as case managers. We want to see the students achieve success but parent and teacher visions are not always the same. It would be interesting if we could develop a forum where parents, students and teachers could share true visions, the obstacles that might get in the way to help the students reach their goals. CG

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KD and KB - I love this idea of the student drafting their own strengths-based statement to include in the IEP - perhaps as part of the present levels? If everyone else can report on their progress and have a section in the IEP, the student should have a real voice in it as well. - DS

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This is essential the core of being a social worker – look at the student from a strengths-based perspective, and provide unconditional positive regard.  I think it’s funny that the IEP is crafted from exactly the opposite.  We’re looking at deficits all the time.  A student needs a significant deficit reflected in their testing and/or academic performance to get the support they need to find more success.  In order to embrace the Least Dangerous Assumption, I think we need to rethink how we identify and classify our students in SPED.  The strengths sections of our IEPs should be as comprehensive as our identified disability/deficits. - DS

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KB- I 100% agree with you. At what point in school do students learn from us that they need assistance immediately. I think we need to look at where and how we are fostering this need for reassurance and how we can begin to build confidence early on.  We need to figure out where the line is for support.
-HO

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EL, If our assumptions are wrong, we can hold students back. Looking at more objective data allows for inclusion that is purposeful. DV

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Students who are not effectively taught are not going to be able to achieve to the level they could with the appropriate education. As Educators we need to make sure we are holding our students accountable to learn the information. We should be holding them to a standard which they can carry over as they begin to go into the work force. LS

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That phrase in itself really challenges our thinking. We make presumptions all the time -- and are we harming any of our kids when we do?  It's scary to think about what the consequences are when we're wrong.  There's a balance that needs to happen somewhere with the LRE, but definitely, common sense tells us most of our kids are capable of more.
EL

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I agree that students can achieve academically and socially with proper supports, accommodations, etc.  We need to individualize our strategies, materials, etc., to maximize results. Let's raise the bar for all of our students.
CW

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KD-I wonder if the students took a larger part in creating their own IEP, if we asked them to write a strength statement for each section...they would know that the next teacher would have that information to start the year on a positive note.
KB

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LD kids & advocating ..Wouldn't it be great if our STUDENTS claimed competence! I find that I spend a large portion of time building confidence. Students ask for assistance before they've even tried. I would love to see our students get to the point where they are trying and then asking for support, rather than assuming they cannot do an assignment without teacher support.

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LD kids & advocating ..Wouldn't it be great if our STUDENTS claimed competence! I find that I spend a large portion of time building confidence. Students ask for assistance before they've even tried. I would love to see our students get to the point where they are trying and then asking for support, rather than assuming they cannot do an assignment without teacher support.

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KB

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While we thankfully no longer refer to our students with the "mentally retarded" label we are still presuming students can do less than they may be able to. IEP's in high school still have some overbearing supports that are causing students to rely too much on us, or their IEP. We have instilled a fear of independence in students based on our own presumptions that students cannot.  If we are to expect students to go on to college or work we need to allow them the opportunity to make mistakes and learn.

-HO

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Students can excel academically and socially when the focus isn't on what students can't do, but what they can do. Finding the right supports, accommodations, and materials requires teachers to take an individualized approach to support student learning. How do we hinder students' communication, and how can we enhance it? DV

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It often feels like special ed comes from a deficiency based standpoint with IEP's flavored with can't, won't, lacks, behind, etc...  What would it look like/be like if we could shift to a needs based, strength based, growth mindset model?   KD