The following steps offer a possible framework for connecting needs-based and strengths-based strategies. They should not be treated as a fixed sequence or checklist. Each student and learning situation should be considered individually, taking account of the learning goal, the particular barrier, the educational context, the support already available and the student’s own perspective. Teachers may move between the steps, revisit their decisions and adapt the process as circumstances change.
\nNeeds and strengths should not be connected through fixed pairings. Teachers should begin with the learning goal and the barrier experienced in a particular situation. Necessary adjustments and support are identified first. A relevant strength may then provide an additional opportunity for learning, participation, expression or development.
\nIdentify what students are expected to learn, practise or demonstrate. Consider which aspects of the activity are essential and which may be flexible.
\nAsk:
What is the intended learning outcome? What must remain the same, and what could be adapted?
For example, an oral response may be appropriate when the goal is to demonstrate subject knowledge, but not when written communication is itself the skill being assessed.
\nConsider what may prevent the student from accessing the activity, participating meaningfully or demonstrating their learning. Focus on the interaction between the student, the task and the environment rather than locating the difficulty solely within the student.
\nAsk: What is making access, participation or learning difficult in this situation?
Where does the barrier arise?
Select the changes, resources or assistance needed to reduce or remove the barrier. This support should be provided whether or not the student has a strength that may also be useful in the situation.
\nAsk: What adjustment or support is needed for the student to participate and work towards the learning goal?
Consider whether the student has an individually recognised ability, interest, skill, knowledge or personal resource that may be relevant to the activity.
\nAsk: Is there a strength that could meaningfully support learning, participation, contribution or expression here?
A strength does not need to be included in every activity. Teachoers should not create an artificial connection simply to complete the planning process.
\nConsider how the student could use the strength in a way that remains connected to the learning goal. The activity may also allow the student to refine, extend or transfer the strength to a new context.
\nAsk: How could this strength contribute meaningfully?
Could the student develop or apply it in a new way?
Ensure that using the strength remains an opportunity rather than an obligation, fixed role or additional burden. The strength should not replace adjustments or lead to reduced guidance and support.
\nAsk: Does the student have a genuine choice in whether and how to use the strength?
Is the contribution proportionate and relevant?
Does the necessary support remain available?
After the activity, consider both the needs-based and strengths-based elements of the plan.
\nAsk: Did the adjustment reduce the barrier?
Did the opportunity allow the strength to contribute meaningfully?
What should be maintained, changed or tried differently next time?
The process described above is summarised in the following diagram. It shows how the learning goal provides the starting point, while needs and strengths are considered through two complementary pathways: barriers are addressed through adjustments and support, and relevant strengths are used and developed through meaningful opportunities.
\nThe following planning table translates this framework into a practical tool for teachers. It can be used to structure reflection, discussion or planning and to record the key considerations for a particular student and learning situation. The prompts are intended to guide thinking rather than prescribe a fixed sequence.
\nThe table presents a suggested planning flow. Teachers may move between the elements and revisit earlier decisions as their understanding of the student and the learning situation develops.
\nThe following examples illustrate how necessary support and opportunities to use a relevant strength can be considered together in a particular learning situation.
\nLearning goal: Demonstrate understanding of a historical event.
Need and barrier: The student understands the topic but finds extended written expression difficult.
Adjustment and support: Provide a writing scaffold, assistive technology and additional time.
Relevant strength: Strong oral communication skills.
Opportunity: Allow the student to supplement the written work with a recorded oral explanation or an interview.
Balance check: Oral communication should not replace support for writing or become the required format for every task.
Learning goal: Plan, conduct and evaluate a simple investigation.
Need and barrier: The student finds it difficult to organise and follow a multi-step process.
Adjustment and support: Provide a visual sequence of steps and agreed teacher check-ins.
Relevant strength: Attention to detail and pattern recognition.
Opportunity: Invite the student to compare results, identify inconsistencies or recurring patterns and consider what they may indicate.
Balance check: The student should not become responsible for checking the accuracy of the whole group, and the organisational support should remain available.