Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone.

中文翻译：

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使用情境视角更深入地了解儿童的优势与社会环境之间的关系

在过去的 25 年中，已发布的清单和时间表的可用性有所增加，使从业者能够确定儿童和年轻人的优势，包括有特殊教育需求的人。尽管有帮助，但这些评估无法告诉我们支持表达特定优势的背景因素的性质。在这项研究中，我们从情境的角度来探索特定的课堂实践如何促进优势。多案例研究设计用于分析由三个有特殊教育需求的儿童/年轻人提名的实践。定性分析揭示了实践的各个方面如何为每个孩子提供机会以他们与他们的长处等同的方式参与。