MI+Chapter+11+Block+1

[|Synthesis MI C11 B1]


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || MI theory has a drastic affect on the way we teach special education. In the past, special ed has been perceived as student who are learning disabled, and through MI, we can experience the true strengths of each student, and see the areas in which they are more abled then most. Teaching towards a special education student's strong areas equips them with the knowledge of their strong suits, and provides them with tools for the future out of the classroom. Although teaching towards a student's strength is important, mixing that in with some areas of weakness to strengthen them will be better for the student overall. They will continue to be strong in their normal area, but can achieve higher understanding through new intelligences. || Special education is a very intimidating idea for me. I feel handicapped when it comes to helping students who are that far out of the normal range of students. Multiple Intelligences put a lot of that anxiousness at ease with this chapter. I think that individualized educational plans are a good way to approach special ed, but an ed. tech. or personal tutor may be needed to implement something like that into a mainstream classroom. I think that it is probably hard enough to get mainstream students learning and on task without adding a totally hybridized lesson plan for a single student. ||
 * Audy Melissa || Chapter 11 in Multiple Intelligences begins by stating that one of the biggest problems educators have is that they tend to focus too much on students’ inabilities rather than recognizing and encouraging the students’ strengths. The focus of this chapter is to find ways to implement the MI theory while teaching those with special needs. It explains that each type of learning disability can be seen as a weakness in a specific area of intelligence, (e.g. dyslexia affecting linguistic intelligence). This explains why many autistic people are highly skilled in a certain intelligence, although they are less skilled in the linguistic intelligence. The chapter explains, that by considering the MI theory while putting together an IEP for a student, it is important to teach in a way that will target his/her strongest intelligence, rather than focusing on his/her weakest. || Once again, this chapter presented an implementation of the MI theory that I would have never thought of. It seems natural to try to “fix” a student’s disability, and many schools are stuck in this paradigm that it is their job to do so. Rather than teaching a dyslexic student history, the school will get caught up in trying to teach the student to read, and continue to present the history material in a way he/she cannot understand. If the student has a strong musical intelligence, why not use it as a vehicle to actually teach them history? Students with disabilities are too often seen as a lost cause, and something needs to be done to change that. By considering and building upon their strengths, rather than try and try to fix their “problems”, these students will benefit far more from their education, and develop skills that will benefit them in their lives after high school. ||
 * Boulter Elizabeth || MI is all about strengths and because of this MI has a special role in special education. The old way of thinking says that there are countless students with disabilities that need to be removed from a classroom because they are unable to learn material from a mainstream lesson. MI changes all that. MI lets the teacher be the “strength detective” (Armstrong 105). Students have intelligences that are stronger than others and it is a teacher’s job to hone in on those weaknesses and give the students an opportunity to improve them. Having a weakness does not mean that other intelligences are not healthy and strong, the weaknesses do not define the student and instead make for a rich classroom where acceptance is key. Thinking in this way, lessens the number of students being referred to SE classrooms and keeps students actively involved in mainstream classrooms. This way of thinking will increase self-esteem and appreciation of students. || This chapter hits the nail on the head. Far too often, students are ripped from the classroom and humiliated because they are treated like they’ll too dumb to do the work. MI changes everything for a teacher because it allows students opportunities to grow in areas that were otherwise thought to be truncated. All students have 8 MIs some of them just need to be brought out! Using MI as a tool for special education or disabled students will do wonders on the dynamic and atmosphere of a classroom! ||
 * Brown Ryanne || Chapter 11 in Multiple Intelligences in the classroom addresses how the theories of multiple intelligence can be integrated into special education classrooms. Within this chapter is the introduction to the growth paradigm for special education. This paradigm creates a setting where all students are viewed as healthy individuals and are allotted equal and fair treatment and learning. Along with this, the chapter discusses the successes of many students with disabilities, especially within the multiple intelligences. This entire idea creates a chance for the teachers to focus on the students’ strongest intelligences and design lessons that will accommodate that student without making them feel lesser than other students. It is very similar to the use of multiple intelligences in the regular classroom setting. || This chapter presented a lot of really great ways to incorporate multiple intelligence and more effective learning into special education programs. I was pretty excited about most of this content, knowing that these theories, in application, just might work and bring special education to a high level. Some of the disabilities mentioned are more severe than others, but I am partially convinced these ideas can work on any level of thinking and learning. Because it is much like the basic theories of multiple intelligence, it gives every student a chance to define themselves as a learner and show their strengths and weaknesses. This concept is key for making progress in the classroom. ||
 * DePue Margaux || Chapter 11 discusses what MI has to offer for students who are in Special Education, stating how the theory emphasizes a growth paradigm rather than a deficit paradigm, which many educators mistakenly concentrate on. Many students who do not function well in terms of one intelligence have very healthy dimensions of the rest of their learning profile. Educators can help disabled students grow in many ways by looking at examples of other disabled people in history who have achieved great things, such as Van Gogh or Alexander Pope. Cognitive bypassing, or achieving success through a different route that does not involve what a student may deficient in, is another idea discussed. IEPs (Individualized educational programs) can help teachers concentrate on teaching an individual student using their stronger intelligences. Using the MI theory can change the ways in which Special education is viewed in many ways: having fewer students sent to special ed., seeing special ed. teachers more as consultants than a last resort, more emphasis put on students’ strengths, higher self-esteem in students and more understanding of students. || There are so many ignorant people who see special education students as "throw-aways," putting them in special ed. to stay out of trouble. When I was in high school, some of the special education students were kicked out of THEIR classroom and into the hall to learn so that some administrators could have a meeting place. If more teachers used the MI theory and paid closer attention to their students, behavior such as this would never occur. There are so many students out there whose talents and special abilities are never realized because educators keep focusing on how to "fix" them and their deficiencies. I never knew that so many famous authors had difficulties in so many areas, but they succeeded. If more teachers knew this, they could look at their students and find ways to work with them and help them succeed as well. ||
 * Dunne Kaisha || Chapter 11 in Multiple Intelligence goes into the application of the 8 MI’s in Special Education. For each of the eight intelligences there is a disability that relates to it, such as dyslexia or a personality disorder. Instead on taking students out of class to work on the intelligence they are lacking, this chapter suggests using a different intelligence to teach the topic. Armstrong suggests using the MI theory as a “growth paradigm,” (pg 103). Using the MI theory as a growth paradigm allows teachers to spend more time focusing on the strengths of a student instead of focusing on their deficit or disorder. Some special needs students are exceptionally gifted in one or more of the eight intelligences. It’s also VERY important not to label children as lacking intelligence, because a teacher's bias can be felt by the student and could cause the student to fail and that doesn’t help the students. || I really like this chapter because it's finally getting into Special Education which is a very important in talking about varied intelligences in the classroom. This chapter reminded me of the movie "I Am Sam" because it shows that although some people do not excel in all 8 intelligences or may be really low in some, they may REALLY excel in one or two. The way that he had difficulty reading but could name off almost any album or movie and the readers digest on it off the top of his head. I felt like that movie points out the difficulties some people have with the 8 MI's. ||
 * Hudson Kimberly || This chapter talks about the MI theory and special education. There are disabilities in each intelligence such as dyslexia for the linguistic intelligence. The MI theory can create alternate systems to help students with such disabilities. Also, the MI theory frowns upon the fact that IEPs focus on a student’s weaknesses and most teachers focus on the intelligences that students struggle with. Instead, teachers should focus more on the intelligences that these students are strong in. If this were to happen, there would be fewer referrals to special education classes, a changing role for the special education teacher, a greater emphasis on identifying strengths, increased self esteem, and increased understanding and appreciation of students. || I really don’t like the fact that schools focus on what students cannot do. I think that IEPs are a good idea, but they do not focus on the right things. I really like the idea of focusing on what a student can do. I really think that students who have IEPs are so using to people telling them they can’t do something, that they actually believe it. Focusing on what a student can already do, I think, will greatly improve their school experience. ||
 * Korn Shauna || This chapter was on how to integrate MI’s into special education and get the most out of it. The chapter explained that MI’s are still present in those students that are in special ed and that as a teacher it is your job to reach them. There were a lot of helpful charts that mapped out how a teacher could go about doing this. The first was one that teachers could use to see if what they were doing has made a negative or positive on the student. It explains what a deficit paradigm would be in opposed to a growth paradigm. If a teacher is paying attention to students and knows what MI they have, they can work with that student to strengthen the areas they are week in by using a strength that they already have. The second diagram was labeling the MI’s and then the different difficulties there are out there in categories. Under each of these categories was a famous person who had that difficultly and what MI they had. The third chart had the difficulty MI’s that students might have trouble with and ways that MI tools could be brought in to help the student learn what they need to learn with something focused around that MI. the fifth chart gave three different topics and then using each MI there were strategies that were given to help the teacher teach that topic in any of the MI’s. || I found this chapter to be helpful because I know especially in my freshman classes there seem to me an array of MI’s and it is hard to try and hit each one. I know that I cover a few of them and try to do more, but am not always sure of how to do so. I love the charts because I can see what the problem is and not just one solution, but a bunch of solutions that I could try out. I know that students would really appreciate something other than just looking at the board all the time and even if its just for a split second, they would become hooked or their attention would be grabbed because I would have hit “home” for them and found a connection. Plus it gets them moving and talking which is so much better than just sitting there because those student who are in special ed are looked at sometimes as students who need special attention. I feel what they need is just someone who can relate and is willing to help them learn, someone who shows an interest and yes you can do it. ||
 * LaRose Rebecca || This chapter addressed special education in conjunction with the MI's. The MI's are still important for students in special ed. The most helpful thing about the MIs of these students is that it allows teachers to point out the abilities of certain students. There was a chart of how teachers could reach each ability despite the difficulties expected with special education students. There were many examples of how to teach students to use their strong intelligence in order to have success in academics and beyond. The importance of knowing the student's IEP is very high. It details any accomodations that the student needs, and explains the student's strengths and weaknesses. Teachers have to know this in order to teach the student in a matter that will reach them the most and help them to learn more. || I liked this chapter because sometimes integrating special ed into the classroom can be very daunting. I want all of my students to be able to learn to their fullest ability, and I want to reach them in the best manner possible. I feel that it is especially important to help special ed students find their niche so they can latch on to it to further themselves. I think that if teachers begin to ignore the MI in any students, they are faililng the students. It would be like asking students to stop using one of their senses. If a student knows they learn best one way, that is great and should be tapped into; but some students have yet to find out how they learn best, and it is often in special ed where students need help to find where they can excel. ||
 * Murphy Amber || This chapter explains the using the MI theory with children with special needs can help them be successful. The MI theory helps to point out the students capabilities rather then what the student cannot do. There can be a learning disorder in all eight of the different intelligence, but because one isn’t strong in one areas doesn’t mean he lacks in all areas. The chart which told of people in history who struggled with certain disorders was very helpful and showed a way how one lives with certain disabilities. This chart would help to motivate one and push them to try and succeed in the possible intelligences which they can be successful in. “Educators who view the disabilities against the background of the eight different intelligence set that disabilities occur in only part of a students life; thus they can begin to focus more attention on the strengths of special needs students as a prerequisite to developing appropriate remedial strategies.”(105). Many times students are given an IEP which only focuses on his or her weak areas and it is important to use the MI theory to help point out and prove areas where the student is successful. || The MI theory really applies to each and every area within the classroom. I believe that the chart which showed people in history who were struggling with disabilities really would help students to understand that everyone has strong and weak areas. It is completely natural for individuals to struggle in certain areas or lack the ability to carry out tasks in certain areas. Just because someone has an extremely weak area doesn’t mean they are weak in all areas. When students are labeled with a learning disability often times this interferes with the individuals learning because teachers just simply focus on the individuals weakness as opposed to their strengths. Teachers who use the MI theory when addressing one in special education have an advantage to the other teachers in this area. ||
 * Nieuwkerk Hannah || Over the years, most teachers have looked at students with special needs and figured out what they //cannot// do, versus what they //can// do. By using MI, teachers can really help students with special needs because they realize that the students have some deficits, but as a whole, the student is a ‘normal’ student. Teachers use MI to go around the limitation and use a ‘detour’ to get to the student’s more highly developed intelligence. Examples are using a different symbol system (for students with dyslexia), or using an alternative technology. At the end of the chapter, a couple really neat outcomes are shown when teachers spend time with students that really need it: a greater emphasis on identifying strengths, increase self-esteem, and increased appreciation and understanding of fellow students. || I liked this chapter because it was so positive about students with learning disabilities. It makes learning disabilities sound more like an obstacle that students can go around if they want to, all it takes is hard work from both the teacher and the student. And I liked how teachers should look at how the students can learn versus how they can’t, kind of like saying ‘a student with special needs versus a special needs student. Cognitive bypassing is a great idea, and I am hoping that I will be able to use it. It makes so much sense, too. If a student isn’t doing well learning one way, why not change it to something that he/she //can// understand? ||
 * Scheffler Erich || This chapter was about how teachers can use the multiple intelligence theory in special education. The chapter talked about the deficit paradigm versus the growth paradigm. It also talks about using famous individuals from each intelligence who had some kind of deficit as a role model, and it talked about cognitive bypassing. The chapter also talked about using the multiple intelligence theory in Individualized educational programs. || I thought this chapter was pretty interesting. As I was reading the book, I noticed that it never really discussed ways to apply the multiple intelligence theory to special education, and it was nice to finally read about that. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || This chapter dealt with special education and the MI theory. Teaching to special education requires teaching to a student’s stronger intelligences: this is the key to developing special education students. There were many successful people who would have been considered special education students such as Einstein, DaVinci and Steven Hawking. In order to develop these students, the MI theory is followed but with more effort. Teaching special education students is hard work but the MI theory, if used correctly, works to perfection. || Special education is perhaps where the MI theory shines. This is the area where teaching to a particular intelligence is particularly important. A student’s disabilities are more like road blocks: the MI theory helps teachers to blow right through these roadblocks. I think that this is the most practical use of the MI theory because it teaches around the roadblocks and to the students needs. ||