Abstract
Special need educators are frequently called upon to author educational and transitional support plans for their clients, contributory towards a positive difference on the learning outcomes and quality of life of their clients. Rather the dominant deficit-based driven supports, this paper aims to review the perceived attitudes of experienced special needs educators on strength-based approaches. Secondly, it seeks to understand the perception in the process of implementing such approaches. These findings can serve to provide insights to better support implementing strength-based approaches, creating a supported environment for the special needs educator.
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