MI+B1+Chapter+11

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Abstract:
The MI theory is a model of education that can be applied to all fields of education. Special education is one area where the MI theory can be most effective. Many special needs students have been thought to have problems, situations, or conditions that link to the hindering of education. However, through the use of the MI model, we can now deduce that all students, including special needs students, have different levels of intelligence within all eight intelligences. Because of the use of the MI theory, we can now evaluate many of these situations or conditions that are impeding our students. In certain cases the “conditions” that our student have or are under can lead to highly advanced intelligence in a few different areas.

Brian Synthesis:
Through the use of the [|MI theory], we now have ways to evaluate the [|eight different intelligences]. In special education, the MI theory can be used very beneficially. Because we now know that students with special needs tend to have intelligences that vary in a wide range, we can use the MI theory to teach each individual intelligence at each individual level. By focusing on each individual intelligence at a time in special education allows students that are gifted in one area and are below average in another, to excel not only in the area that they are gifted in, but can also extend their knowledge in their weaker intelligence at a more manageable pace.

**Amy**
CH. 11 The purpose of teaching using the concepts of Multiple Intelligences is to reach as many students as possible, and in a way that best suites their interest and learning capability. Such a method could be used as a step prior to doing IEP’s for disabled students, or students that just struggle in the classroom. Oddly enough though, few schools actually offer disabled students, alternative methods for learning material and developing skills. One example given about a student with dyslexia was able to read better with the use of Braille because she has very receptive to feeling, and touching. Studies have shown that when disabled students are assessed to find their level of capability, the assessments are given in an area with which they struggle. Students with disabilities have the potential to excel like other non-disabled students if they are taught the right way. Instead of using Special Education teachers as actual teachers of the disabled students, they can be used as observers/identifiers of each students’ intelligence that reports findings and shares ideas with the actual classroom teacher. That also helps because it allows the disabled students a chance to interact with their peers.

Brian
Chapter eleven involves integrating special needs and disabled students into the classroom. We must treat, teach, and assess the special needs student in all eight intelligences, just as we would any other student. The use of the MI theory can be especially productive when working with special needs students. Just as any other student, the special needs students have intelligence in all eight fields, however, in some cases special needs students have incredible abilities in certain fields, but very low abilities in others. By teaching in all eight we can determine the strengths and weaknesses of each student, just as we would with any other, and move forward, assessing and teaching each level at its current pace. The MI theory is a universal teaching method, it can be successful in any situation.

Darren
By studying the MI model, there are a lot of ways to break down ideas and things things I had normally classified as universal. The best part about this chapter is the section that describes using successful disabled individuals as models for growth. Until reading this chapter, I hadn't considered disabilities as only affecting certain intelligences, though it certainly makes tons of sense. Obviously, I had thought of prodigies and people who are good at things but lacking in others, but I had never applied it as a part of a MI model. The best example is of students with dyslexia. These students are considerably disadvantaged in today's classrooms because of how traditionally content is taught through writing and verbal instruction. If a student can't focus or has a condition that does not allow them to, they are entirely overwhelmed. By showing and telling students (probably privately) about famous people in history and current events, they can become inspired, and the student and teacher can work together to figure out different strategies to make the content available. I think that speaking with a student and understanding their point of view is the most crucial factor in creating confidence and learning in a student.

George
MI is a very powerful tool in the field of special education. Like other students it helps to explain how they best learn. It also helps break it down and make it easier to understand. Someone with dyslexia can have a linguistic deficit, but that leaves much of the rest of that intelligence open. Many authors have flourished despite being dyslexic, most notably to be being Agatha Christie, meaning that they might have had a hard time reading, but their command of the written word was still strong. It was also awesome to see a table of people who flourished in a particular intelligence despite having a disability that affected it. As always MI can help students learn in a way that helps that student learn best despite if they are disabled or not.

Cassandra
Each person is different in their levels of intelligence. Knowing this about every single human being, we should automatically view those considered mentally challenged the same way. However, we tend to think less of them in every situation since they struggle in one. However, this chapter explained that this is not the case. We need to avoid labeling the student with a mental problem and instead view them as another student who needs special help in one or more ways, just like any other student needing a little extra help. We need to find out how to help the student so that they can learn and have a fair chance at becoming educated.

Andy
I have not dealt much with special needs students so this was an enlightening chapter. One point that I liked was the section on individual educational programs (IEP’s). I had heard about these from my roommate, who is a teacher, and he has mention a feeling of dislike for them. Now reading a bit in this chapter I can understand why he felt that way. Special needs individuals tend to be very deficient in one or more intelligences so logical speaking they should be doing work in those to make up for their weakness. This is all well and good, but they are also forgetting that these student may be above average in other intelligence. These higher intelligences are usually over looked because of the lack in the others ones. Making an attempt at differentiating their IEP’s so it does include ample time within their sufficient intelligence may yield better learning in their other less developed intelligences.

Zack
This chapter tells me that I need to make sure I pay special attention to the students with learning disabilites. With their learning disability it is already difficult for them to learn given the situation. For a teacher to compound that by never using what type of knowledge they learn with makes it nearly impossible for the student to succeed. Teachers need to realize it is not impossible to teach to students with a disability, to myself actually I see it as an obstacle to be overcome. I must try, even if I try and fail, at least I made my best attempt at it and failure once does not mean that I will fail everytime with this student. To even have a chance to impact a students life if they have a learning disability the teacher needs to make sure they accomdate their needs including teaching their intelligence.

Sean
This chapter really made me think about how I need to be with students with special needs. Just because they have some sort of disability, doesn't mean they still can't learn. I just need to discern which intelligence is their strong suit, and tap into that somehow. Beethoven was deaf, but he still managed to create wonderful music. I just have to make sure I teach them well. At the beach I used to work at, part of the job was teaching swim lessons. There was one girl who had a disability, can't remember specifically what, and her instructor treated her like a cockroach that wouldn't leave him alone. He was absolutely brutal to her, making fun of her when her father was only ten feet away, and even when she was right there. He was totally shameless. I need to make sure I never treat anybody, disabled or not, like he did.

Dan
The techniques that we have used so far in the MI book can work in another way as well. Special education students have intelligence from the wide range of MI's as well. It is important that as teachers we don't forget the special education students while preparing our lessons for class. It may be more difficult to ascertain knowledge of their MI by charts and questionnaires. So you need to incorporate all intelligences into your lessons so you can gain knowledge on how they react to the use of each MI. That way you can find out the best way to help them learn. I used to be real scared I wouldn't be able to incorporate a special needs student to the best of my ability. This chapter showed it will not be an easy road, but one that can be traveled.

Liz
This chapter focuses on the development of multiple intelligences and not the focus on ones that are not as developed, especially in regards to Special Education in this chapter. This chapter basically focused on making the best of what is there and not to stress linguistic skills on a student who is not verbose, as an example. The chapter briefly outlines the change of the special education teacher and room as a pull-out zone into an MI consultant. It finally stresses once again on focusing on strengths and not weaknesses. This is important to remember for all students that their weaknesses do not help them learn. It is the continued practice of being forced to learn incorrectly (not differentiated) that squashes out learning in students.

Ethan
The idea that teachers of special education students need to be like MI detectives I found important. Armstrong talks about cognitive bypassing as a way teachers can communicate with special education students to better help them learn. Special education students often just need to be given a way to communicate by bypassing the intelligence they lack and utilizing the intelligences they have. Giving students a special way to us symbols or even brail can be an example of some cognitive bypassing. I feel that the use of cognitive bypassing in my classroom would be extremely beneficial. It is something that I would implement and work hard to achieve because it is obvious that it is not easy to find ways to bypass special needs.

Jennifer
I found this chapter very interesting because I have a sibling who has a mental disability. As I read the chapter I wonder why his teachers never took into account any of the things that he did well, instead they focused on the things that he could not do. For example, he loves movies, he can easily recite an entire movie from beginning to end and is always asking questions as to why a character does this or what something means. He also loves video games and has great hand-eye coordination. As a teacher taking into account what he does well and then applying that to help him develop what he does not do well, would have made a much greater difference in his learning. When teachers use the MI theory with special education, there would be fewer students in special ed. classes because instead of going to work on what they could not do, they would be doing what they could do to develop their "weaknesses". Also the special education teacher would be more of a go-between to students and teachers instead of pulling students out and working separately from the general classes. This would raise confidence and self-esteem in many students.

Josh
Multiple Intelligence's are found in every human being, including those with special needs. While they may experience difficulty in many areas, they also have a strength that can be related to a multiple intelligence. The example given by Armstrong in chapter 11 is that autistic kids, while having difficulty in interpersonal intelligence, are amazing interpersonal learners and may have an amazing aptitude for music, art, or mathematics. This is why as a teacher, it is important to find the strengths within all of your students. MI insists that this needs to be done at the instructional level and also at the assessment level. Those students will be motivated to learn and gain a higher self esteem. I read that in Europe, an autistic child walks around looking at buildings or famous pieces of art, and with only walking by them, can recreate them in amazing detail and ability. Helping students find what they are good at, will help them succeed in your classroom and later in life.

Damian
I am not a Gardiner. I have not created revolutionary theories in any sphere of thought. I may never offer any valuable insight into the field of education, but I know one thing beyond the shadow of any doubt: Teachers don’t teach students, they teach people. This may sound outwardly obvious, but the fact that this chapter was written to begin with tells me that this statement may be a bit more ephemeral than I’d previously anticipated. Just because someone has a disability doesn’t mean that a teacher has the right to abandon their responsibilities with tat student. We have learned that through the use of teaching to the intelligences we can more directly facilitate a person’s learning. Since when does a disability in a student translate to a failure as a person? Why would anyone even question the validity of teaching to the multiple intelligences to one with a disability? The obtuseness of humanity offers me little hope.