MI+B2+Chapter+11

Chapter 11: MI Theory and Special Education
by: Erin O'Halloran

Chapter 11 discusses the idea of Multiple integrated into special education. If teachers use Multiple Intelligence in the classroom, essentially they can eliminate the need of special education classes. Students with disabilities could learn with students without disabilities, in the same classroom. Teachers need to focus on what students can do rather than want their students can't do. It is important to identify which learning disabilities relate to which intelligences. Students who have //dyslexia// have a linguistic deficiency; students who have //dyscalculia// have a logical-mathematical deficiency; students who have //prosopagnosia// (specific difficulties recognizing faces) have a spatial deficiency; students who have //ideomotor dyspraxia// (difficulty executing specific motor commands) have a bodily-kinesthetic deficiency; students who have //dysmusia// (difficulty carrying a tune) have a musical deficiency; students who have //dysemia// (difficulty reading nonverbal social signals) have a intrapersonal deficiency; students who have difficulty relating to pets or working in gardens have a nature deficiency. [|Identifying] students abilities rather than their disabilities and corresponding the lesson to different intelligences would help any student learn.

It was clear that everyone took the same idea from this chapter. Everyone agreed that if they were to gear their lessons toward different intelligences, then any student could learn. Recognizing strengths seemed to be key to identifying which intelligence would best benefit the student. Staying positive was also another point mentioned in many different reviews of this chapter. Targeting the student's strongest intelligence will ensure that the student will learn the material. It is also important to assess students in different ways based on the students' individualized education program ([|IEP]).

toc

Kassaundra
Chapter 11: MI Theory and Special Education Multiple Intelligences Theory can be used to see special-needs students in a more positive manner than the disease or deficient concept. MI Theory highlights that there can be deficits in certain intelligences but others can still be normal or even more mature than normal. It may be important for me to look into more creative people who had a disability so that I can use the information when talking with a special-needs student who might be frustrated or down. Also, I need to keep in mind that the way I perceive students can affect how I teach them and I do not want to let any negative or bias practices to affect the way I teach my students. When special education students are having trouble using one intelligence this can often be fixed by framing the task or instruction in one of their more mature intelligences. This means I will need to come up with some creative ways to get my content across. Besides this, I am very glad that MI can be incorporated into IEPs because I am very worried about having to contribute to them but now that I know a lot about MI and know that I should focus on strengthens it may be easier. It never occurred to me that by using multiple intelligences in a regular classroom that there could be less referrals to special education classes. I really like the idea of inclusion so I will definitely work hard to use MI in my classroom if it promotes inclusion.

Charli Sayward
Chapter 11: MI Theory and Special Education The Multiple Intelligence Theory recognizes that everyone has certain strengths, and educators, such as me, will be able to use this theory to acknowledge each student’s strengths, especially those with special needs. The theory will help us all realize everyone has “disabilities” with certain intelligences, and those with special needs shouldn’t be viewed any differently. People should be viewed for their achievements and success because everyone has them. In my classroom, I will use MI to create a positive environment for everyone. With MI, special education will decline because everyone’s needs will be met in the classroom. I am very supportive of this movement because I believe students should be given the opportunity to succeed using their strengths, and to share their success with peers. I am excited to see how education will change over the next few years.

Alyssa Wadsworth
Previously in the book the reader was given the idea that even if a student is not strong in a specific intelligence, most likely they make up for it in another intelligence. This was speaking about a “regular” classroom. Chapter eleven, however, elaborates on this in reference to special education classrooms. Many famous people throughout history are listed in chapter eleven for facing personal challenges and still achieving high-set goals. I learned that in individualized educational programs, students would better learn their weakest subject through a different intelligence, but instead are given, “…more concentrated and controlled doses of the same sorts of tasks the student was failing at in the regular classroom” (page 157). In my future classroom, I will be able to give my students alternative ways to learn the subject of my class instead of referring them to special education, unless that is truly what they need or prefer. For my students, this means they will feel capable of staying with their peers despite a weakness in one of their intelligences.

Bri Douglass
In this chapter it discus the implementation of multiple intelligences in special education. If this happens in a classroom then there are fewer referrals to special education, special ed. teacher taking on a new role, identifying strengths, an increase on self-esteem and an increase of understanding and appreciation for your students. Many times teachers tend to focus what students can’t do where multiple intelligence focuses on what students can do. I remember that in my high school there were a lot of students who were in the special education room for many classes. But I wonder now if they were just there because they were a naturalist, musical or bodily-kinesthetic intelligent and the classroom teacher lacked in integrating all the intelligences into their class. In order to eliminate this problem it is my job to use all eight intelligences so that all students learn the most possible through a technique they are strong in.

Kelly Steinhagen
The MI theory, if put to complete use, could be extremely beneficial to students with special needs. Although schools do have IEP's and strive for the most inclusive setting, the MI theory would diminish the need for students with special needs to leave the regular classroom. By using the MI theory, teachers would focus on which intelligence is the strongest for students with special needs and work with that intelligence to help the student succeed. Also, the teacher can focus more closely in on the intelligence that is clearly much more weak than the other intelligences. Having learned about the MI theory means that I can better attempt reaching the specific needs of students with special needs. I would love my future classroom to be as inclusive as it could be to everyone.

Lyzz Stevenson
Chapter 11: In this chapter we recognize that everyone has strengths and weaknesses including those with special needs. Every student shows strength in different multiple intelligences. It is important as a teacher to be able to recognize these strengths and use them to aid your students understanding and learning. I am going to see my students’ success and achievements and congratulate them on such. This is also important as all students should be given an opportunity to succeed. By doing this, students will feel that they are at the same level of understanding and learning as others no matter the weakness.

Jenn Baum
Chapter 11: MI Theory and Special Education I really enjoyed this chapter because I liked how it talked about the view that many people have about special education as focusing on “what students can’t do” rather than what they can do and encouraging learning through teaching them using their strengths (149). In order to provide evidence to back up the strategy of teaching to students strengths rather than forcing them to learn through their weaknesses, examples of famous people who had some kind of learning challenge and obstacle. Growing up, I have also been under the impression that in order to teach students who have difficulties learning, you are supposed to teach them what they haven’t learned in a watered down, simpler way. After reading this chapter, however, I would definitely advocate using MI in classes because it makes sense that as an educator, you should instead teach to the student’s strengths and adjust the material into a context that they will understand, not necessarily in a simpler way. One huge benefit of incorporating MI into classes would be that there would be fewer students who are referred to special education classes as well as an increase in self-esteem and understanding of all students. By focusing on a student’s strengths rather than their weaknesses, you are able to change the perspective of special education.

Darcie Simmons
This chapter discusses how the multiple intelligences theory is beneficial to special education. Having a cousin who is autistic, I was very aware of the fact that multiple intelligences existed, and that if you teach to their multiple intelligence, then no matter the learning disability, you can make an honor student out of them. When I am in the classroom, and I am presented with a special education student, I will be sure to find their multiple intelligence, and teach to that. Every child deserves the opportunity to learn and be successful in the classroom. One thing that I did learn was that MI theory is very significant to the development of IEP’s. However, once I read this it wasn’t surprising, and made IEP’s that much clearer for myself.

Ryan Pelletier
This chapter talks about the different intelligences and abilities of your students, including special needs. Every student should be recognized for his or her abilities in a positive way. As a teacher you always have to notice that each student is going to show strengths through different intelligences. In high school I remember teachers who did not put students down, but they did not praise them and did not make everyone feel equal. I remember being classes where a student never interacted. Instead, of differentiating the classroom and providing them with tasks that deal with their ability, that student would sit in the class and stare. They would not talk, act out, or seem enthused. As a teacher this would drive me nuts. Not because they were not getting into my lesson, but because I was not able to make them want to learn or be active.

= =

Erin
What really impacted me in Chapter 11: MI Theory and Special Education was the chart on page 151 that described the differences in deficit paradigm and the growth paradigm. In my schools, I have experienced teachers using the deficit way in teaching special education. I have had teachers label the individuals, use different forms of test, and overall separate the individual from certain situations because they were deemed different. Just from this chapter, I have learned so much about special education and how to manage it in the classroom. I will use the same materials and strategies with everyone in the classroom. I also think it is very important to relate the topic to real life situations no matter what level of intelligence the student has. I know through the rest of my time here at UMF, I will further learn about special education. = =

= =

Kaitlyn Haase
In chapter 11, I learned about how MI theory should be implemented into special education. Whether of not an individual has a disability there are still ways to teach them by targeting their strong intelligences. They are many savants in history who have had some sort of disability who have been extremely influential. Although I’m not going to be a special education teacher, I will still have students with disabilities in my classes. I will be sure to target their strengths and focus on those rather than their weaknesses.

Justin Stewart
Chapter eleven was really beneficial to me, because it explained about kids who are in special education and help make them learn easier and faster by teaching them through their intelligence. Even students with IEP can learn through their own intelligence. I thin that this chapter helped open my eyes to the fact that everyone can be taught, not just the students in the honor classes. With the right teacher, anyone can learn because everyone is a master in their own intelligence. If I can make sure to use as much variance with my special education students, they will never be left behind because they can learn own way.

Taylor Kemp
This chapter talks about how using MIs would be extremely beneficial in a special education classroom, or in a classroom with special needs students. This would work so well because the MI theory states that usually if one MI is below the normal level, there is usually one to make up for it that is above level. This can be used to a teachers advantage because if a student does not understand an assignment or task, the teacher can then implement differentiated instruction and put it into a way that the student can relate to using their proficient MI. This could possibly mean that more students would not have to leave the classroom, but rather could stay and participate with the others. This will impact my classroom because I want to give every one an equal opportunity. This could mean that I have to play to their strengths, so I will. I will do my best to utilize the MIs that are present in my classroom.

Olivia Norris
In chapter 11 of MI, I learned the ways to use multiple intelligences with speacial education students in my classroom. The special education students will difinitely need a teacher who is willing to find their strong intelligences and tap into them to make them a stronger student. I think this impacted me because when I become a teacher I will want to use this method to teach ALL of my students in the classroom. I don't want to use a one size fits all curriculum.

Linda McLaughlin
//Chapter Eleven: MI Theory and Special Education// This chapter talked about how to incorporate the MI theory into the learning of those in special education. A lot of time, teachers focus on what the student's disability is, but the chapter talks about how every multiple intelligence has a learning disability. The MI theory is about focusing on the student's strengths and building them up and strengthening students' weaknesses. Multiple intelligences helps us figure out how to alter the lesson so that students are learning with their best intelligence. This impacted me because this is a new way of thinking about teaching special education students. A lot of time while I was in school, teachers would focus on what the student couldn't do, instead of what they could do. This will impact my classroom because I hope to provide this kind of environment so that students will be able to learn using their best intelligence. I want my classroom to help them be successful learners.

Megan Wallace
I learned just how helpful the multiple intelligences are to those with special needs. Students in the special education department may be weak in some of the areas but they may also be stronger than other students in other area. I feel much better knowing that the multiple intelligences can so easily be worked into any IEP that I may have to do. Since the intelligences are all about inclusion, I plan on making all of my students, disabled and non alike, feel like they are a true part of the class. I am slightly worried that some bias may come in, both on my part and the part of the other students. I will have to watch out for that and remedy any situation as it comes along.