# data[].attributes.body
Zhao (2016) uses this article to challenge traditional views of inequality that exist in education by arguing for the shift of focusing on deficiencies to individual strengths. Zhao (2016) makes a compelling case for abandoning current models, which measure educational success solely through standardized tests and cookie-cutter curricula, which fail to recognize each student's diverse talent and potential. Zhao (2016) underlines the crucial importance of education as a means to empower individual students to harness their unique strengths and interests, rather than using most practiced strategies that often confirm a one size fits approach- which usually leads to the perpetuation of equality.

Zhao (2016) uses this piece to critique many aspects of the current education system, mainly for its narrow focus on “addressing deficiencies” - standardized tests, low scores, and lacking skills. He states that it creates a stigmatization of students, especially those from poor backgrounds. To address this, he proposes a shift in paradigm that looks at what the child has and is centered around celebrating diverse cultures and ranges of talent. Zhao argues that by recognizing each student's strengths, regardless of background, education can become a transformative force promoting equality and “unlock human potential.” Finally, Zhao explores the implications of adopting a strengths-based mindset in education. He argues that such an approach not only enhances academic outcomes but also fosters creativity, innovation, and resilience among students. By encouraging educators to identify and build upon the strengths of each student, schools can create a more inclusive and supportive learning environment. Ultimately, Zhao advocates for a fundamental rethinking of how we perceive and address educational inequality, urging policymakers, educators, and stakeholders to embrace a more nuanced and empowering vision of education that values diversity and individual potential, thereby empowering them with the responsibility of shaping the future of education.

# data[].attributes.attachment_link.title
Journal of Social Issues - 2016 - Zhao - From Deficiency to Strength  Shifting the Mindset about Education Inequality

# data[].attributes.body
Donna Ford and Tarek Grantham analyze general deficit thinking in terms of education. These authors examine a specific group of students more in-depth to better understand the functions of deficit ideology and how it operates for students who people would classify as culturally diverse, particularly concerning Gifted Education.

This paper seeks to challenge the idea of the deficit, which looks more at what students lack than at the knowledge they may have. It advocates for the use of dynamic strategies that bring parts of their different cultures to the forefront and acknowledge them as strengths.

In addition, this article seeks to explore strategies to provide equitable access to gifted education. The argument is to do so by emphasizing the importance of understanding and valuing cultural diversity through the identification of giftedness among students from diverse backgrounds.

# data[].attributes.attachment_link.title
Providing Access for Culturally Diverse Gifted Students  From Deficit to Dynamic Thinking

# data[].attributes.body
This video gives a brief overview of what "deficit ideology" is in relation to education. It talks about the main way that teachers and educational systems seek to teach students through the deficit model.

This video also discusses some of the pro's and con's of educational systems utilization of deficit mindset/ideology. However it also introduces viewers to the idea of the asset based approach. There is a brief discuss of the differences and commonalities between the two approaches.

Overall this is a great place to start if you are unsure about deficit ideology and its prevalence in educational systems, and educator practices.

# data[].attributes.body
A quick snapshot of the ways in which you can talk to yourself and your students to quickly change your mindset and language to that of growth.

# data[].attributes.headline
8 Ways to move beyond deficit approaches

# data[].attributes.subject
8 Ways to move beyond deficit approaches

# data[].attributes.body
This book looks at 8 different approaches in education that encourage the use of asset based thinking and help teachers move beyond deficit ideology.

# data[].attributes.body
This is a tool that is unlimited in its approach to gauging and fostering student discussion and growth within the classroom.

# data[].attributes.body
This is a great place to start, as it comes from an educator who denied the presence of deficit thinking and then opened up to the reality that it was present in her mindset and her classroom. She also discusses the ways in which she moved from a place of deficit to a place of growth.

# data[].attributes.attachment_link.title
Wake up and spill the coffee: How I woke up to deficit ideology

# data[].attributes.attachment_link.description
Deficit ideology can be hard to notice—but it can do a lot of harm to students. Paul Gorski leads us in making meaningful changes to our teaching practice.

# data[].attributes.body
This comparison chart shows some of the quick differences that are present in deficit mindset and how strength/ growth mindset does look different.

# data[].attributes.body
Teaching for Tolerance

# data[].attributes.attachment_link.readable_text
As we celebrate Pride Month, supporting LGBTQ+ young people and families is essential. Inclusivity in education plays a critical role for all children, especially in the hostile environment created by discriminatory laws and censorship policies that threaten to erase LGBTQ+ identities and roll back the gains of recent years. Our resource page shares our articles and content on supporting LGBTQ+ people, including information on inclusive education practices and allyship, and provides links to external resources.

We encourage parents, caregivers, educators and community members to support the rights of all children to safety and representation. This Pride Month, take action to advocate for the LGBTQ+ children and families in your communities.

# data[].attributes.attachment_link.title
Learning for Justice | Education Resources

# data[].attributes.attachment_link.description
Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.body
Deficit approaches, and moving away from the standard of deficit.

# data[].attributes.attachment_link.description
The National Education Association (NEA) is more than 3 million people-educators, students, activists, workers, parents, neighbors, friends-who believe in opportunity for all students and in the power of public education to transform lives and create a more just and inclusive society.

# data[].attributes.headline
Center for Culturally Responsive Teaching and Learning

# data[].attributes.subject
Center for Culturally Responsive Teaching and Learning

# data[].attributes.body
Center for Culturally Responsive Teaching and Learning

# data[].attributes.attachment_link.readable_text
Cultural responsiveness is for everyone.

Click Here To Begin Your Journey

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

# data[].attributes.body
Thelma Meledez talks briefly about where many teachers and educators are in terms of their mindset. She talks about how to ease the transition especially for students who speak a different language.

# data[].attributes.body
Culturally Responsive Classroom Management

# data[].attributes.body
A cool programming tool developed by MIT that teaches students to code while the create stories about lessons they have learned.

# data[].attributes.attachment_link.description
Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

# data[].attributes.body
Deficit ideology is in no way a new phenomena. Paul Gorski is a prominent educator whose work has focused heavily on deficit ideology in the united states and ways to overcome this common occurrence among educators. Often deficit mindset is tied to lower achieving students, or is seen in poorer school districts, and districts with higher percentages of black and hispanic students.

Gorski (2010) uses this piece to talk about the ways in which educators can "unlearn" the ways in which they have been taught to think about their students, and how they are able to achieve in the classroom. He approaches this by first discussing what deficit ideology is (also referred to as deficit mindset, deficit thinking etc.) and the ways in which deficit mindset has manifested in our education system. He refers to much of the socialization aspects that exist in the united states on the basis of class and race and how those are interpreted by teachers in classroom spaces, that look at what students are lacking rather than what they bring to the table.

Gorski (2010) makes his recommendations for what can be done about deficit ideology in education and how we can move beyond practices that elevate this mindset, and dominate education systems and practices that have been in place over decades. Much of what Gorski talks about is shifting our mindset and question our practices as educators as a means to a solution. Gorski highlights the need to be critical in our teaching approaches and continually question our practices as educators to ensure we highlight the strengths of our students regardless or their race, class, or any other social signifier they may bear.