MI+B2+Chapter+11



[| Synthesis for Timothy Baxter Jones] Chapter 11 of Multiple Intelligences focused primarily on learning disabilities and integrating the different multiple intelligences. The multiple intelligence theory, Armstrong explains, gives students with learning disabilities an opportunity to focus on their strengths as a student,Within the chapter, Armstrong writes about how too many educators focus on a learning disabled students weaknesses instead of their strengths. "All too often a student having problems in a specific area will be given an IEP that neglects his most developed intelligence while concentrating on his weaknesses." (Page 109 paragraph three) Which as was explained prior to this, is not the best way to teach students with a learning disability. As Armstrong says, the best learning activities for those students with special- needs are the activities that are most successful with all students.

Synthesis Most everyone in the class responded that the chapter made them realize how important it is to focus on a student's strengths not their weaknesses. Children should not be cast aside to a [|learning disorder] such as Dyscalculia or Dyslexia and how we should also avoid thinking that such learning disorders are a problem. Some of the class also responded that they hoped fewer students in their classroom would be referred to an IEP or Special Education program due to the use of the [|multiple intelligences] within their classroom. Some classmates also posted how this chapter made them realize how important it is to truly teach using all of the multiple intelligences.

Jordan
In this chapter, Armstrong explains how the MI theory can be used to promote growth in students that have special needs. In the classroom, we tend to view disorders such as dyslexia and dyscalculia as problematic in the classroom and a disorder that puts a student at an extreme disadvantage. However, Armstrong challenges us to look at disorders and special needs student as struggling with certain components of the eight intelligences. He reminds us that as educators, we need to focus on the strengths of special needs students and that we need to become the “MI strength detectives” (Armstrong 105). If educators force lessons on students that focus mainly on using intelligences that they cannot process information with, there is going to be no learning outcome. Instead, teachers should use instructional strategies to portray the same information in a way that the student is able to successfully process it (using a highly develop intelligence). The MI theory works well in helping special needs students identify their strengths and learning, which increases their self-esteem. As a teacher, MI becomes very useful tool when developing strategies to meet the needs of special education students. The approach that Armstrong uses incorporates a differentiated classroom and keeps the big goals in mind.

**Leah**
Chapter eleven of MI remarks on how educators often focus on special need students' inabilities instead of what intelligences may be proficient. By studying the lives of famous individuals who have struggled with disabilities it can show students how some disabilities have spurred on achievements and how some people have achieved many things in areas they had stuggled in. A good way to help special needs students and gen. ed. students alike is to use a different intelligence to teach them. For special needs students this may include using technology, such as a computer program that transforms word processing into sound impulses for those students who have dyslexia. By the use of MI in the classroom I hope that less of the students I work with will be refered to special education and that they can remain inegraded in the classroom.

Scott
The concentration of this chapter is on students with special needs and how the MI theory can be applied to them. Most teachers view students that have an intelligence deficit in some area as a problem, something that we must work to avoid. When we are teachers however, we will use a student's intelligence profile for the best interest. We will harness the students most dominant intelligence in order to propel the student into success. By studying the chart of high-achieving people facing personal challenges we can see that people are able to work past their inabilities and become successful.

Mykayla
In this chapter, Armstrong discusses how learning disabilities can occur in all eight of the intelligences. I found it really interesting that if teachers taught more lessons to incorporate all of the multiple intelligences than fewer students would be referred to special education classes. I agree one hundred percent with this. Some of my peers had special education classes for only certain aspects of their lessons even though they knew the material. One person I thought of in particular when I was reading this chapter was a girl who was smart enough to do all the work; she just had a hard time reading. The school stuck her in special education for her reading disability, but if the teachers had taken a spatial approach with her, she would have learned easily. She was an artist and learned well with pictures. If teachers had known that she learned best that way, she would have been with all of her friends one hundred percent of the time in school.

Tim
Chapter eleven focused primarily on learning disabilities and integrating multiple intelligences. Armstrong begins to tell how many educators focus on a learning disabled students weaknesses, not their strengths in another area. The Multiple Intelligence theory allows students with learning disabilities to be able to focus on their strengths and grow as a student. In order to develop a good remedial strategy, Armstrong says a teacher must first begin to focus their attention on a student’s strengths. Armstrong ultimately says the best way to teach a student with a learning disability is by exposing that student to the same activities that are successful with all students. Before beginning this chapter I didn’t realize that the multiple intelligences could be so well applied to students with learning disabilities. This chapter gave me a better idea of how to teach students with learning disabilities via the multiple intelligence theory.

Ryan
This chapter made me realize how much important it is to include every multiple intelligences into every lesson. One of the most important aspects of this chapter was that more students would be out of special education classes if teachers incorporated more of the intelligences. This seems to make since because a lot of classes only seem to specify to linguistics and logical-mathematical. This is why I will be including these ideas of this chapter into my classroom. It is important that all of my students get the best learning that is possible.

Kirsten
"Educators can begin to perceive children with special needs as whole persons possessing strengths in many intelligence areas." Reading this made me so thrilled, because special education in a lot of schools really does need to change. I think the MI theory can reroute how we work with special education students. I agree with Armstrong when he says we need to focus and work with these students abilities to have them progress through school work. I particularly liked the example of using an alternative symbol system in order for students with severe dyslexia or reading issues so they can read. It's not that they can't comprehend the information, but they can't get the information to begin with. I also could really appreciate the last section where Armstrong talked about special ed. students being pulled out of class less and the boost in self-esteem. I know from talking with my parents and brother that being pulled out of class to do work isn't always great. My brother needs as much work on his social and every day skills as he does his academic skills. Being pulled out of class to work one-on-one with a teacher can be beneficial, but it's also harmful, too. Also, when you're a special ed. student, chances are you know it and so does everyone else, and you can become a bit of a social pariah. If teachers are taking the time to applaud everyone's abilities in different areas and makes everyone aware that we all have our weaknesses, it's bound to boost a special ed. student's self-esteem, because they're not being singled out and everyone knows they have valuable skills.

Jennie
There was a line in this chapter that I never thought of. "By focusing on a wide spectrum of abilities, MI theory places 'disabilities' or 'handicaps' in a broader context" (page 103). I thought that since everyone has all the intelligences in some way shape or form in them, for at least some of these students, we could just play to their strengths. I'm sure that we can for some of them too. But we have to avoid the one that they may not be able to do at all too. For example students who are prosognosia (have trouble with recognizing faces or a spacial disorder) can't learn in a spatial way. We would have to avoid that when we were teaching them. Now that I have this basic knowledge I can continue to grow with it and that way I can help my students in every way I can.

Rachel
What stands out to me the most is the chart on page 104. In the right-hand column, it lists ways that students with learning disorders are held back in school. It includes labeling the student with his/her learning disability, scoring the student based on standardized tests and general weaknesses, and separating the student from his/her peers. The right side of the chart encouraged growth. It suggests avoiding labels, using authentic assessments that focus on strengths instead of weaknesses, using real-life activities, and encouraging a regular interaction with peers. Having students with learning disabilities in my classroom could always present a challenge, but I feel that simply having them in a regular class with their peers is a productive and empowering step for them.

Drew
I believe this chapter is the first one out of our texts to address special needs students. I entirely agree that too much time is spent focusing on inabilities and too little on special needs students proficiencies. Why do we focus on what is weak in a student when there are strengths that can be worked to better the students understanding and knowledge? I feel like that is something that I see a lot of in the special education departments of Union 44, more specifically, Sabattus Middle School. Every period new students would come in and start with practices on spelling, punctuation, grammar, and simple mathematical problems in a self-directed manner, even marking their own progress. The teachers and ed techs took no concern for the multiple intelligences, even on students work from outside the special education resource room. I feel like the special education department is using the resource room as a student oasis rather than as a betterment area for children with special needs. After having read this chapter, I have a certain loss of respect of Union 44 schools.

Brittany
Chapter 11 of //Multiple Intelligences// addresses the topic of MI and special education. Interestingly enough, it is proven that the more students that are enrolled into multiple intelligences classrooms the lower the special education rate is. Learning disabilities are not specific to one or two certain kinds of multiple intelligences, but to every intelligence out there. Classes that involve multiple intelligences provide a place for students to work on building their strengths and strengthening their weaknesses. Through doing this, each student is learning how to cope with his or her disabilities in a more constructive and productive manner. Multiple intelligences are all about altering the lessons so that every student has a chance to learn using their best intelligence. I hope to provide the same environment in my future classroom. I want to be able to provide a place for all of my students to come learn using the intelligence that suits them best. Education is all about helping the students gain knowledge, and by helping the students learn the tools they need to use in a classroom setting, you are getting that much closer to success.

Sarah
Chapter eleven discussed how to teach children who are challenged (in one way or another) to a point that they require special education. Using the Multiple Intelligence method, there is no reason these students should not be able to excel in one intelligence instead of another. Just because they have labled limitations (which should not be labeled in a Multiple Intelligence classroom!) does not make them any less capable in their area(s) of intelligence. As Brittany Dube stated in the post above, "Education is all about helping the students gain knowledge" and doing so through whatever means necessary is our first responsibility as teachers. By equipping ourselves with these proper methods, we enter the field as responsible, prepared new age of teachers, ready to reach a student in any way that is humanly possible.

Corinne
Multiple Intelligence's are found in every human being, including special needs students. While they may experience difficulty in many areas, they also have a strength that can be related to a multiple intelligence. The example given 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.

Cara
When working with special needs students, a teacher should focus on the strengths of those students rather than on their weaker areas. MI theory can be used to help special needs students by allowing the teacher to see which intelligences the student is very strong in. The teacher can then tap into those strengths in order to help the child to learn. Students with special needs should not be pulled out of the "traditional" classroom. This can be embarrassing and consequently will cause the student's self confidence to drop. If the student is not confident they may lose their motivation to learn. Yes, one-on-one work with a student is great sometimes, but the student should be able to interact with students their own age and be involved in the same activities. By using MI theory, I may be more likely to help a special needs student learn.

Ryan Snowman
This chapter discusses the MI Theory and how it relates to special education. Armstrong makes a good point when he writes “Over the history of the special education movement in the United States, educators have had a disturbing tendency (gifted educators excepted) to work from a deficit paradigm – focusing on what students //can’t// do- in an attempt to help students succeed in school” (p.103). In other words, educators have had the tendency to focus on the negatives, rather than the positives. For example, in years past, a student who had trouble reading was labeled as “slow” even if the excelled at drawing and playing instruments. By applying the MI theory, educators can begin to understand that a student might have a learning disability in one intelligence, but excel tremendously in another. As teachers, it is our job to focus on the intelligence that helps the students learn effectively. This will affect my classroom because if there is a widespread use of the MI theory for special education, then there will be fewer special education students in my classroom, and their will be also an increase in the emphasis on identifying what a student does well, instead of what a student does not do well.