MI+B2+Chapter+11

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Tiarra
MI theory gives us a whole new way of looking at Special Education. As a future educator of America it is inevitable that I will have special education students in my classroom. It is important that I provide these students with the same opportunity to learn as everybody else and cater to their strengths. Armstrong talks about using Multiple Intelligence strategies as an “intelligence language” to communicate with students whatever their ability. If one “language” doesn’t get the understanding across, try another. By focusing on student strengths as opposed to weaknesses or deficiencies you help the student to build self-esteem and open up a world of learning that has been unjustly shut off from them in the past. I hope to help my students achieve to the fullest of their potential and make accommodations so that all students have an equal chance to learn.

Justin C.
Chapter 11 introduces the use of MI theory in the field of special education. This chapter talks about how teachers can use MI theory as a mean of allowing our students to grow instead of pointing out their weaknesses. Granted, a student may lack in reading, for example, but through the means of the other intelligences, it is possible for the student to catch up without having to be pulled out into the special education classroom. It is possible for all students to thrive in the regular education classroom. It is important to realize that students all have the ability to learn, it is the ways in which they do so that varies. The book mentions that during IEP meetings, the strengths of students are often downplayed to their weaknesses. This is the biggest piece of information that stuck out at me. If, and when, I have to attend an IEP meeting, I want to remind myself to look for my student’s strengths, along with the weaknesses, so that we can improve a student’s learning through alternative means.

Grady B.
Reading this chapter, which focused on interpreting special education through the lens of MI theory, has assisted me in formulating better ideas as to how I can most effectively teach special education students in my classroom. I feel that this chapter illustrated perhaps the most important aspect of MI theory, that by opening up the definition of intelligence, we are able to reinterpret the entire concept of what it means to be a student with special needs. The only part of this chapter that I had trouble embracing was the notion that the inability to be able to garden should be considered a deficit on the same plain as something like dyslexia; one seems much less disabling than the other. Regardless, I feel that this chapter really drives home that virtually every student will have intellectual strengths, and that it is the teacher’s job to ensure that these strengths are utilized. Implementing this theory necessitates a complete paradigm shift from the current way of thinking about special education students, in a learning culture that chronically focuses on deficits, and not on strengths. While I feel like this shift is not occurring quickly enough, it is reassuring to know that there is change in the works.

Danny K.
Chapter eleven covers the MI theory and how it relates to special education. I really enjoyed the quote that Armstrong used to start this chapter on page 149: “Treat people as if they were what they ought to be, and you help them to become what they are capable of being. – Goethe” It is important for teachers to help all of their students reach their full potential and be all that they are capable of being. Armstrong describes how teachers can use the multiple intelligences theory to help students grow, without pointing out their weaknesses. The most important thing for students to do is grow, which they need teachers to help them grow. As a teacher I will use the MI theory and continue to work on strategies in IEPs (individualized educational programs) which I learned about in my SED 360 class.

Grace K.
In chapter 11, Armstrong explains how MI theory can have a significant impact on special education, as an ideal way for students in special education programs to showcase areas where they excel. Armstrong characterizes MI theory as a “growth paradigm,” and that instead of a more traditional special education setting, where students are practically defined by their deficits, MI theory offers an alternate route that could instead define them as a “whole person” with both strengths and weaknesses. I was intrigued by the idea of “cognitive bypassing” – where instead of continually focusing on one method of teaching until we essentially beat a kid’s brain into submission, we instead bypass the teaching method altogether and search for one that will work faster and more effectively. In short, teachers should teach in an “intelligence language” that their students understand. Some of the benefits to including MI theory in education include fewer referrals to special education, a more effective role for special education teachers, a greater emphasis on strengths (which leads to better self esteem), and increased understanding and appreciation of students. I had not stopped to consider MI theory from a special education standpoint, and this chapter made clear the benefits of using MI as a powerful tool in this arena.

Will L.
Chapter eleven focuses on applying the MI theory to special education. It emphasizes that the MI theory is extremely successful when applied to kids who may have special needs, as teachers are able to really manipulate that student’s strength so they can succeed. Identifying student strengths and weaknesses are nothing new in education, but this goes double for special needs children. As a future educator, I feel that being able to take advantage of student’s strengths will be one of my more important goals when teaching.

Jen R.
Chapter eleven of MI focused on applying the methods of MI to special education. Armstrong discussed that using multiple intelligences with students in special education can be very beneficial to their overall concept of a lesson. The most important lesson I took from chapter eleven was that using MI in a classroom with special education students allows them feel equal to the other students. This is because when teachers plan with special education multiple intelligences in mind they are able to have the students in special education stay in the classroom and be part of the lesson with the entire class. Another good point this chapter makes is that with special education taught correctly this will increase the understanding of learning disabilities and the real strengths these students have.

Dan B.
This chapter talked about how you can teach students with special needs. It said that in general teachers tend to focus on the inabilities of students, and not things that students are good at. The chapter said that you should give students the tools needed to succeed. For example you could give a logical learner with struggles linguistically some type of spell check software, or you could give a linguistic learner who struggles with bodily-kinesthetic stuff a "how to" book that will help them learn material better. As a teacher you need to give the students tools to succeed, you need to focus on meeting their needs with something that they are good at and not by making them do something that they struggle with. As a teacher I will find out what my students strengths are and try to teach them that way.

Kaitlin T.
"MI Theory and Special Education" is the chapter in Tomlinson's book that discusses students with special needs in regards to the multiple intelligences. It's important to remember that //everyone// has a multiple intelligence that he or she is smart in. Although a student may lack ability with one particular intelligence, we must not lose sight of his or her stronger intelligence. Teachers should use this knowledge to their advantage. When our students don't understand a particular topic, subject, lesson, etc. we are able to use differentiated instruction and gear the lesson towards a different multiple intelligence. By using differentiated instruction and keeping the multiple intelligences in mind, students are more likely to have an equal opportunity in the classroom. I want all my students to feel equal; I would hate to think even one of my students feels out of place, left behind, or neglected.

Jonathan B.
Chapter eleven goes into applying MI Theory to special education. The concept of growth paradigm is presented as an approach to special education. This concept involves a positive working strategy and philosophy that treats the individual as a competent student who “happens to have a special need.” The growth paradigm does not define students by their special needs, but rather acknowledges them in a non-negative way and focuses on strengths. MI theory comes into play with the variety of learning disabilities consisting of deficits in certain intelligences like //dyscalculia—// a logical-mathematical deficit. MI theory is key to the development of IEPs, as it helps to identify students' strengths and opportunities for learning. I will use MI theory in the way that this chapter suggests by adopting the growth paradigm not only for those with formally identified special needs, but also for those with shortcomings amongst the multiple intelligences.

Chris D.
Chapter 11 of Multiple Intelligences talks about MI theory in Special Education. Special Education students are ones who learn well from teachers who incorporate the MI model into their classroom. It would be hard for me to otherwise enable these students to learn math if I were to just teach in traditional methods, but by incorporating the MI model in my classroom, I will be able to allow these students success in learning math. Something interesting that I read about was the section talking about IEP meetings. It was shocking to find out that these programs, which are meant to help students, are actually not even focusing on their strongest intelligences and instead are concentrating on their weaker intelligences. This is definitely a form of hypocrisy where a program that’s supposed to help is instead hindering a student’s ability to learn. I want to be able to attend some IEP meetings during my teaching career so that I could do something about it should I notice something similar to this effect taking place.