MI+B1+Chapter+11


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Abstract This Chapter talks about the how teachers can use [|MI in special education]. MI has actually been in use in SE classrooms for many years now. In the SE classroom, each student has a plan for differentiation built into their IEP. However it is not always used in the most effective ways. One of the most important concepts of MI theory is that there are many ways to be intelligent. Most people have several areas that are strengths, and have disabilities in other areas, but some people have only one or two abilities and the others are virtually nonexistent. For example, the musical savant that cannot speak, read or communicate but is a virtuoso musician. For students that have such holes in their learning abilities, the challenge is not how to give them the abilities they don’t have, but to build on their strengths. The goal is to maximize their learning through bypassing the weaknesses and accentuating their strengths. This does not mean that we should never teach in a way that challenges their weaknesses, but that we use the strengths to develop the other abilities. The future of SE will look differently as MI is regularly instituted in the classroom. The students needs will be filled there and SE teachers will become more of a consultant helping the classroom teacher differentiate their lesson plans to meet the needs of all students. It will also result in less students being referred for remedial help. Synthesis This chapter seems to make lots of sense. It seemed to resonate with most of us. This is really what it is all about. Using [|MI in the classroom] will teach students about the way they learn and help them succeed in the regular classroom, and avoid the need for remedial interventions that are so hard on a students’ self-confidence This would lead them to avoid learned helplessness and many other behavioral issues that are so distracting in the classroom and harmful to the students themselves. It would also lead teachers to have a greater appreciations and understanding of their students.

Courtney Burns
MI practices are not stricken to the everyday classroom but they also have their place in special education classroom as well. This chapter stresses the idea that as a teacher it is important to focus on the positives of individual students, not solely the negatives. Cognitive bypassing is suggested by the authors to get students to concentrate on using the intelligences they excel in to “bypass” obstacles and limitations they may face in other intelligences. Remedial strategies like these are developed in the same way lesson plans in that they are created to reach all of the eight intelligences. Finally this chapter looks at the “broad implications of MI theory in special education” which include fewer referrals to special education, changing the role of a special education to more of a consultant for regular classroom teachers, increased self esteem for the students and a potentially increased understanding of the content knowledge.

Kay Sue Collins
Wow! These are all things that I have thought about and experienced but never was able to articulate clearly. I was aware of the multiple intelligences because my mother was a teacher and when it was introduced she was very impressed and talked a lot about it, but putting it in this context really made it hit home. My middle daughter had a head injury when she was 8 and has major deficits in her logical/mathematical reasoning abilities. Her linguistic abilities remain mostly intact. Her reading skills and memorizing abilities are good, and her musical intelligence is good as well. For the first few years after her accident, the teachers worked endlessly to drill her in math facts, reading a clock, and other basic math skills. It was frustrating for everyone because that part of her brain was just not able to work anymore. When she got to middle school she worked with a teacher that really understood how to teach with multiple intelligences. She used her strengths (reading and music) to help her learn all of the things that were being neglected as a result of focusing on what she didn’t have instead of what she did have. She really blossomed that year, and found interests that are still with her.

Ben Villeneuve
Chapter 11 of //Multiple Intelligences// is about MI theory as it relates to special education. A lot of what I personally feel about education resonates within this chapter. In a section at the end of the chapter about what will happen when the changes suggested are implemented, the following are cited: That fewer students will be pulled from regular instruction, that special education teachers will find their roles shifting toward being more like consultants, and that the focus will change to address strengths more, increase self-esteem, and increase understanding and appreciation of students. I believe that much of what keeps students in special education classrooms is learned helplessness, and it sounds like these changes, by focusing on strengths rather than weaknesses, will allow students to realize those strengths.

Olivia Wandelear
MI theory work just as well in the special education classroom as it does in a general classroom. I thought this chapter was really valuable because it shows a different approach to teaching students with disabilities. The MI theory places a greater emphasis on identifying the strengths of the students, rather than focusing on their weaknesses. I thought that figure 11.3 was really helpful because it shows different ways to address student needs by actually using the intelligences they show strengths in. If a student has a linguistic difficulty but shows strengths in spatial intelligence the teacher can “ideographic languages,” like Chinese, in which each word has a corresponding picture, to help the student learn. I think things like these would be valuable tools to use in my classroom. Likewise, I learned that if //all// teachers begin teaching this way, less and less students would be referred to special education classrooms. This is because most classrooms continue to focus primarily on linguistic and logical intelligences, and not all students learn this way, which means they are sent to special ed. to fix these problems. If the teachers taught using all eight, every student would receive the proper instruction they really need to be successful.

Josh
This chapter discussed how the multiple intelligence theory applies to special education. Essentially special education has been working on the multiple intelligence theory for years. The idea is that if a child has a learning disability in one area, they might be able to overcome what they are lacking by learning in a different manner. Differentiated instruction has been going on in special education for a much longer period than in the normal classroom. The problem was that people were always focused on what the students can’t do instead of using the MI Theory about what the students can do. In my future classroom if I was truly to buy into the differentiated instruction and learning by design there might not be a need for special education teachers. It seems that all students are now given their own unofficial IEP and that should provide them with the best education our schools can provide.

Kasey Darnell
Chapter 11 talked about using MI theory as a way to approach Special Education. Instead of focusing on what a student can't do, teachers should focus on and emphasize areas of intelligence that are strong, This can be helpful in developing an effective IEP to help a student succeed. Many IEP's focus on a students' deficiency in a particular area, but does not integrate strategies that are based on their strengths. For example, if a student is struggling with math, they could use manipulatives if they have strong bodily-kinesthetic intelligence. Basically, MI theory can provide an alternate route to success. It's really not that different than providing various MI activities for mainstream students. The authors noted that using MI theory in the classroom will most likely reduce referrals to special education classes, because the curriculum is more sensitive to different learning styles. This is something I will try to implement in my classroom. I find it very sad when I see a special education student not really learning, just sitting there doing busy work with an aide.I think it's important to help them realize their strengths and show them a different way to learn.

Andy Shorey
Chapter 11 of MI discusses special education. In this chapter I found that many really good points were raised about how to work with special education students. The chapter discusses how based on the intelligence's that everyone could have a disability of one form or another and I think that is important to think about when talking about special education. The chapter brings up the idea that by teaching through the intelligences there would be a lot less referrals to a special education program. I think the book also brings up a great point about IEP's. I think that it is important to help build the students lesser skills with skills that they already have and I don't think that teachers do that enough. This chapter also points out that people with disabilities have gone on to do great things and it is important not to label people and to build self esteem. I would defiantly like to integrate the intelligences idea into my classroom when working with special education students I think it is a really good idea and could benefit many students.

Erika Tingley
Teachers who want their students to succeed will capitalize on his or her strengths and will not be as focused on their weaknesses. Multiple intelligences theory recognizes that students have strengths even when they are labeled as having special needs. It is critical that when I teach I seek to find the strengths that my students have and use them to help him or her grow in understanding. By focusing on what a student can do and not on what he or she can’t do I will give my student the tools to succeed both in school and in the world. When I am teaching I hope that I will be able to diversify my instruction enough so that every student will be able to grasp something and that they will understand what techniques help them learn best.

Heath
The chapter shows us how MI theory applies to special education programs and what changes it has and could affect. Teachers using MI will focus on a student’s strengths and seek creative ways they could accommodate learning and encourage growth. Those teachers are better prepared to incorporate special education students in their classrooms and their students will benefit from the increase in diversity. While there will always be a need for special education programs, the use of MI theory can reduce the out of class referrals and model tolerance and understanding.

Dylan Stefani
This chapter talks about how students should only be looked at for their positives in a special education setting. Having the special students demonstrate clarity of the work they are doing and understanding by only using one intelligence is fair to use as evidence because the student can produce better work while working with that intelligence. This at least shows you that the student has some evidence of knowledge. I found the list of famous people with disabilities and was shocked to find so many names I know. These people overcame there boundaries probably by focusing on what they could do rather then what they couldn’t.. This chapter uses the term cognitive bypassing. This term means that students somewhat ignore tasks being presented in another task to focus on using the one task that you can use the most. Use the best intelligence to get the best result.

Dan Horne
This chapter talks about how the MI theory applies to special education students in a classroom. This chapter talks about ways to make a normal classroom suitable for special education students while keeping it up to speed with the other students. The biggest issue addressed in this chapter was to always look at the special education student’s positives and not there negatives. This allows them to focus on what they are good at and not worry about what they cannot do which in a regular classroom could really hurt them emotionally. Another good part was the section on cognitive-bypass which is where a student will use their best suited intelligence to achieve the best result they can produce.

Shila Cook
Chapter eleven talks about the MI theory and the impact it has had on special education, and how it can be better used in the field of special education. One really interesting thing that I found in this chapter that had never occurred to me before was the fact that when a student has been found to have learning disabilities they do not have learning disabilities in all of the eight areas; usually it’s only in one or two areas. Something striking about this chapter was the idea that if we used MI to help strengthen the weak areas, and used the intelligences that they excelled in there would be some very positive outcomes. For example there would be fewer referrals to special education classes. This is every educators ideal, but if we can do something to make it happen we should try it every chance we can. That is what I plan on doing.

Tim Grivois
The concept of multiple intelligences in a special education setting was introduced to me last year in my SED101 class. If anything, Multiple Intelligence Theory has more of a place in special education classrooms than general education classrooms. This is a result of the large disparity in MI ranges among special education students. Generally, the range is fairly extreme, but affords teachers the opportunities to work with students on a deep and intense level regarding one or more of their intelligences that happens to be very proficient. The continued fostering of a particularly strong intelligence is a benefit for these students, while the introduction of all the other intelligences can be a helpful stepping stone towards new levels of functionality and autonomy. Many different people throughout history have struggled with certain types of situations that mandated special education or attention. I myself have struggled my entire life with a math-specific learning disability diagnosed when I was in 4th grade; I put forward my success as a positive example for fostering strengths in other areas to gain functionality in a weaker one. The use of multiple intelligence theory in IEPs is very important as well; everyone involved in a student’s continued success should be aware of the manner in which they learn and thrive. ===

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Caitlin Alexander
===Chapter 11 of the Multiple Intelligences book talks about using the Multiple intelligences method to teach students with special needs. I found this chapter very helpful because it uses the MI structure in a positive manner to teach students with learning disabilities. Just as MI theory states that all students have proficiencies in some intelligences, it also says that some students can have deficiencies in some intelligences, and that is a more positive way of perceiving disabilities in the classroom. Through MI theory, teachers can better address the needs of students, not by seeing what they can’t do, but by focusing on what intelligence that the students can use to best deliver the information to the student, and by working on the intelligences that the student might have a deficiency in. Just like any other student, students with special needs can have a much greater benefit from a classroom taught with MI theory than one without.

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Tyler Brookings
Using the 8 multiple intelligences in a special education type setting is the basis of this chapter.The chapter gives many examples of how great the MI structure would be in a special ed setting. The MI structure in many ways is a better suit for the special education setting simply because of the extreme diversity of learning capabilities in the special ed. classroom. Students in a special education setting are more apt to respond to the multiple intelligences than in general education classrooms. I am not a special ed major but I can certainly appreciate the affect the MI structure will have special ed students.

Kyle Rines
Chapter 11 of Multiple Intelligences stresses how the MI theory can also be used within the special education classroom and with students with learning disabilities. Although we usually use the MI theory to find students weaknesses and strengthen them, in the special education department MI theory is used to mainly find and strengthen the student's primary strength. I believe that using MI theory everywhere is essential, and that if teachers can begin to use it in special education situations then the students will only excel.