MI+B2+Chapter+11

Synthesis - Lauren Breton
In this chapter of the text, Armstrong discusses the use of Multiple Intelligence theory in special education. This chapter of the text provides examples illustrating how the realm of special education could drastically change with the [|implementation of MI theory]. One of the provided examples was of cognitive bypassing, in which students with high tactile sensitivity and dyslexia learned to read through the use of Braille. This is an alternative that can alleviate some of the discomfort and stress that many dyslexic students feel toward reading. MI theory can also affect the way that we, as educators, think about our students with special needs. For example, the MI theory enables us to think of our special needs students in terms of the growth paradigm, not the deficit paradigm. The growth paradigm avoids labels, focuses on the student’s strengths, focuses on inclusion, assists learning/growth through a variety of ways, and views the student as an individual who just happens to have a special need. The deficit paradigm, however, labels the individual by their special needs, focuses on general weaknesses, and focuses more on separation rather than inclusion. By thinking of the student in terms of MI theory, we can appreciate their strengths in some intelligences rather than focusing on their weaknesses in others. This allows us to focus on our students in terms as the growth paradigm, and see them as learners, not as their disabilities. Just because a student has a disability in one of the eight intelligences does not mean that the other seven are not completely intact.

As a class, we generally thought that the inclusion of famous people with learning disabilities would be another way to show students that they are not defined by what they cannot do. By providing positive examples of others who have succeeded immensely and who have disabilities, students with special needs and their peers who do not have special needs may come to realize that special education students are not defined by their disability. In addition, we all felt that by looking at special education through this positive lens we would raise the self-esteem of our special needs students. Instead of focusing solely on their difficulties in one area, we would be able to offer evidence of their strengths and use those strengths to improve their education. The use of MI theory could also change the way that we use Individualized Education Programs (IEPs). With the information that is provided through MI theory about students’ strengths and weaknesses, we can use their IEPs as a way to ensure that they are receiving instruction in [|ways that play to students’ educational strengths]. Although we all believed that incorporating MI theory into the classroom would have a great impact on the education of our special needs students, we were divided as to whether or not incorporation of MI theory would have an effect on the number of kids sent to special education classrooms.

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Megan Millette
Armstrong discusses the many possibilities of using MI theory not only to help your students in the classroom but also to help those students struggling with deficiencies in different areas. He talks about how MI theory can help special education children also. He states that, “MI theory provides a growth paradigm for assisting special needs students in school” (Pg. 150), which means these students have the ability to grow as learners similar to other students. They are able to learn the areas they struggle in by first finding their strength areas. Just like any other students they struggle in some intelligences but excel in others. As an educator our goal is to help them understand through the intelligences they have strengths in and then use this to help them work in the intelligences they are weak in. I need to be a teacher that encourages my students that are facing these struggles and help them excel by teaching them using the intelligences they know to help them grasp the understanding they need. When thinking about special education students and the MI theory all we need to do is to know that the activities that help them succeed are the same that help every other student succeed as well. Armstrong informs the readers that in school we must develop good IEP’s or individualized educational programs. He notifies us that in schools today these programs do not help the special education students instead being a hindrance by teaching them more in the intelligence they struggle with and do not understand. These programs should be helping students by using the intelligences the students know and understand to help them comprehend and succeed in the areas they struggle in. As a teacher, I need to make sure I incorporate MI theory into my lesson for all my students because it has a great impact on all of them.

Lauren Breton
In this chapter the impacts of MI theory on special education were discussed extensively. This chapter suggested that students can have deficiencies or learning difficulties in any of the eight intelligences, although in school settings we often tend to focus on only a few specific learning difficulties (linguistic, interpersonal, etc.). One of the most interesting aspects of the chapter for me were the examples of cognitive bypassing that were provided. For example, severely dyslexic students who had well-developed tactile senses were able to learn to read by using Braille. By taking this approach to reading, students were able to comprehend and understand how to read through a different intelligence. One of my favorite things about this chapter was the emphasis that it placed on looking at special education students’ strengths as opposed to their weaknesses. If a student has difficulty reading because they have dyslexia, we shouldn’t be forcing them to sit in a classroom and work on an activity that they hate and cannot do. By teaching them through the use of Braille, we are still accomplishing the goal of helping students learn how to read, but we are simply doing so through another system. I also hope to be able to help my students persevere through their disabilities or difficulties by utilizing the intelligences that they have that are well-developed. Also, by incorporating MI theory in special education, we will focus more on students’ strengths, which will in turn increase the self-esteem and self-worth of our students. As educators, we will be able to improve our struggling students’ lives and will develop the ability to examine and utilize their strengths as opposed to focusing on their difficulties.

Lauren Scheidegger
Chapter eleven of __Multiple Intelligences in the Classroom__ by Thomas Armstrong talks about special education. It touched on IEPs and how a teacher should treat those with IEPs in the classroom. On the third page of the chapter two helpful lists are illustrated. One shows what a teacher should do to allow growth with those who have special needs and the other is what a teacher might be doing that stunts the growth of someone who has special needs. One example of a teacher’s behavior that can be a deficit to a students learning is when a teachers sees that student as their disabilities, not as a student who happens to learn at a different level or pace or happen to have a disability. I agree whole heartedly that teachers should avoid labeling their students or seeing them as their IEP. One way to help teachers, and students, see the great possibilities for all students including those with disabilities is to introduce them to “high-achieving” individuals who happened to have disabilities and were able to overcome them. In the chapter a wonderful chart illustrating individuals who faced all sorts of challenges and the areas they were able to succeed in (using the eight intelligences). I found the chart to be a powerful tool and perhaps teachers might put something of a similar nature in their classrooms. The chapter continued to use easy to read graphs and provided tips that I found very insightful as a future teacher who wants to help every student succeed.

**Samy Tracy **
This chapter’s main focus was on special education and how that relates to the MI theory. What really made me think was how in society, we mostly talk about what we can’t do rather than what we can. And we use negative connotations for diseases and disabilities. Examples are “speech //pathology//, emotional //disturbance//, attention deficit hyperactivity //disorder//” (150). This shows how we label our students in the deficit instead of how they could possibly grow. Also, Armstrong also explains that these learning “disabilities” occur in all eight intelligences but they can attempt to learn positive ways to deal with their disabilities. This is really important to me because I always like to look on the positive side of things rather than the negative. It is harder to think positively when most talk about special education is in the negative. Being able to address it in a positive way, really gives a bright outlook for the future. To help treat disabilities in a positive way, there are many resources that can help. There are therapists, coaches, tutors, etc. In a negative way, IEPs are used. They can be used in a positive way though by focusing on where the student’s strengths are and play to those. It does not help to center all of your attention on how bad they are in one specific area but praise how well they could be in another. Armstrong also mentions that using MI theory with special education might even help cut down on those needing to be in special needs classes. Students could also have greater self-esteem knowing there is an area that they excel in and teachers may also have a greater appreciation for these students.

Kevin Lind
This chapter shows the effects of the multiple intelligence theory on special education. I can’t help but disagree with some of the ideas in this chapter, though. This chapter suggests that if teachers focus on multiple intelligences more, then there will be a fewer number of referrals for special education. I don’t think this is entirely accurate. It is true that some students who would have been sent to special education classrooms can stay, but I believe that most students who would have been sent to special education, still will regardless of their teacher’s teaching style.

However, I do think the inclusion of different tools that can help students in their multiple intelligences is a good idea. Tools like calculators and tape recorders can definitely help students who are under developed in the linguistic and logical intelligences. As a future teacher, I will try to have at least a few of these tools that could potentially help my students. A small investment toward necessary tools can mean the difference between a student staying in my class and being sent to a special education classroom.

Certain strategies can also help students adjust to different subjects and teaching styles. I feel that this is a good idea as well because it could be used in a lesson for the entire class, rather than just giving a tool to one student. This is important because it can prevent one student from feeling singled out for his or her difficulty. I’m definitely willing to mix up my teaching style once in awhile to aid my students’ understanding.

Multiple Intelligence (MI) theory has very strong implications on special education and children with “special needs”. Instead of saying that a child has a disability, MI theory can turn that around and help discover ability in a particular intelligence. Once some form of ability is discovered, instruction can be developed that incorporates those special abilities to enhance learning. MI theory can be used in a growth paradigm as opposed to a deficit paradigm which labels children by their specific impairments, attempts to remedy the impairment, and segments ones life in accordance with their disability etc. With the growth paradigm there is no labeling, it assesses ones needs and focuses on strengths, uses activities that can be applied to all kids and much more. There are many extremely successful and famous people in history that had what we call “learning disabilities” but had very strong abilities in certain intelligence areas, for example, Albert Einstein. I really like the fact that MI theory is being utilized and being done so well in helping develop kids labeled as disabled. It is unfortunate that it took so many years for this to be developed and is not yet widely practiced (at least from what I have seen). Who knows what could have happened with some of those children from the years past and even from my school. I hope that more schools and counselors learn about MI theory and how it applies to children with disabilities. When I become a teacher I will be a strong advocate for special children if I feel that they are not being treated or instructed to properly.

Emily McGee
Armstrong expresses the importance of recognizing and utilizing MI Theory’s application in teaching student’s with or who may need IEPs. Because contemporary schools focus so strictly on linguistic and logical-mathematical skills, many students who have a weaker intelligence in these areas may receive special education services and have IEPs. But, according to Armstrong, perhaps formulating an IEP that neglects a student’s proclivities and only supports the development of certain intelligences is not fair to the student’s particular learning needs. This type of intervention is used incorrectly may lead to lowered self-esteem because a student’s weaknesses are being focused on instead of their strengths. As a general rule, educators should focus on student growth rather then deficit.

I believe this is so important and so applicable. Always, educators should emphasize student’s strengths and work to increase their understanding and appreciation of student’s talents. Too often do educators focus on the negatives, the deficiencies, the deficits, and thus too often do students look at these components of education. School is about learning, understanding, and growth- and should remain the common goal. Students should be taught self-esteem not robbed of it, that’s all too easy. I believe that every person is better at some things, good at some things, could do better at some things, and need practice with some things. With that in mind, can’t we use the things we are good at to excel in the areas that could use some work? Shouldn’t educators help students to focus on their strengths to improve their weaknesses? I think yes, they should. I think it is their job. It is my job. And I think it is something that I will work hard to apply in my classroom because it is, in my mind, just so important.

Morgan Ware
Chapter 11 talks about how to incorporate the MI Theory into special education. Teachers can now begin to look at students who need special education in a new light, with multiple intelligences. They can look at where the student has their strengths instead of their weaknesses. Teachers can start looking at growth instead of the disability. Students can now look at what their strengths are instead of their disability. MI Theory also suggests that students have their disabilities in the eight intelligences. MI Theory also suggests that a student’s disability might actually inspire them to succeed in other areas that they are their strongest. It may also be helpful to students to learn about important figures in history that also had a disability of some kind. Teachers and administrators need to serve as MI strength detectors to se what strengths the students have. IF the Mi Theory is properly integrated into the schools there will be fewer students being sent to the special education rooms. The role of the special education teacher will change. There will be a greater emphasis on seeking out strengths of students. Students self esteem will increase because they know what their strengths are. There will also be a better understanding and appreciation for the students. This will help me in my classroom because I will be able to teach my special education students and not just send them somewhere else where they will be separated from their peers.

Alyssa Amari
In many schools, special education students are classified by what they cannot do. This leads many educators to focus only on what the student cannot do rather than what the student can do. This is called the Deficit Paradigm; when an individual is labeled in terms of their specific impairments. MI Theory suggests that teachers educate special education students based on the Growth Paradigm; avoiding labels and viewing the person as an individual who happens to have a special need. To do this teachers should focus on teaching special education students through their talents and strengths as well as developing the areas with an that they are struggling in by using an alternative symbol system. The MI theory serves as a way for teachers to develop IEP’s through identifying students strengths. Through implication of the MI Theory in special education, special education as a whole will benefit; fewer referrals to special education classes, a changing role for the special education teacher, greater emphasis on identifying strengths, increased student self-esteem, and increased understanding and appreciation of students.

Special education is hardly given enough attention when it comes to addressing it with secondary education teachers. The strategies and ideas presented in this chapter really opened my eyes to things I had never thought of before. I never realized how frequently special education students were characterized by their limitations and disabilities rather than their strengths. I think that this will not only benefit special education students but it can be used to benefit all students. Almost everyone is limited in some area of their learning spectrum, and I think that instead of focusing on their under developed areas, we should focus on the areas that are flourishing.

Rachel Joiner
 This chapter was all about using multiple intelligences for students who have special needs. I found this chapter to be very helpful and exciting. It was nice to hear about all the different ways that MI theory can be applied. Many of these ways I would have never thought of myself. They are good strategies and could defiantly be applied in a classroom to help those students who normally struggle. The MI Theory suggests that learning disabilities can take place in all eight of the intelligences. One student might excel at one area, but not do so well on the other. This is important information to realize as a teacher. By knowing my students may be struggling, and knowing how to help can make my students gain a better experience. I loved the suggestion the book gave about finding out famous people who struggled with disabilities. I think this would be a great activity to do in a classroom. This allows students to make connections and they could even find a role model to aspire to be like.  I thought the idea of using assistive technology was very interesting. Using different technology to allow my students to complete normal tasks is a wonderful idea. This is something that would have never occurred to me. This could better enhance my students learning, and allow them to be in a mainstream classroom. I agree with the chapter that by implementing MI Theory on a large scale will help change how many students are diagnosed with disabilities. I think it is all about how you learn, and the way it is being taught. If a student is not being taught in the intelligence that works for them, then they will never learn.

Mike Kahler
Chapter 11 focuses on MI’s impact on special education. Disabled individuals may be deficient in one intelligence, but they may be able to make u for it in another one. For example a dyslexic student may not be able to write (linguistic) but they may have excellent special skills and be able to communicate through drawing, pictures, and comics better than essays. This is still an effective way to show growth in an understanding. Individuals with specific learning disabilities can overcome their disadvantages and still achieve great things. They just need to be taught in way that lets them compensate with their intelligences. One very strong intelligence can make up for a weak one if they are given the right opportunities to use it. Cognitive bypassing is especially interesting. It has shown that severely dyslexic students can bypass that issue by learning to read and write through a different method such as Braille (which has been used successfully, and Chinese symbols). Generally IEPs will focus students with deficiencies on strengthening them through intensive work in that area, but MI does not agree with that. By going around a students weaknesses they can learn in a completely different way, and in the long run be more effective learners. In my classroom I will take advantage of this by differentiating for my students. Alterative assignments will be given to students with disabilities in one area so that they can still be successful learners. They may have great strengths in another area that allows the student to show their growth without needing to worry about specific disabilities.

Patrick Hurley
Chapter 11 is about using the Multiple Intelligences Theory in the field of special education. It talks about how to use multiple intelligences to help these students grow instead of making them do the classwork that they have previously struggled with. By using different intelligences the students will be able to find other ways to relate to the subject, making it easier for them to make real world connections. If one type of intelligence doesn’t work for them try another one and see which ones work best. Focusing one the students strengths gives them more confidences, making them do better in class and gain a better understanding of the materials. I will have students with special needs in my classrooms all the time so I need to know different strategies to help them understand the information. This chapter was very helpful with this. One thing that I am nervous about is finding assignments that will fit the specific students. I don’t want the student to get offended by giving them something that is too easy, I will have to pay close attention to my differentiated instruction.

Matt Roy
In Chapter 11 of Multiple Intelligences, Thomas Armstrong focuses on the Special Education program in the United States. This chapter was dedicated to pointing out what is wrong with our Special Education program and how we might fix it by applying Multiple Intelligence theory. In the opinion of Armstrong and //Learning Disability Quarterly// editor Mary Poplin, Special Education in America is in desperate need of a paradigm shift. According to Armstrong and Poplin, we are stuck in a narrow-minded “deficit paradigm” meaning our Special Education focuses solely on what students //can’t// do in the classroom when considering how to go forward with their education. This however, is not the direction we should be heading in. Instead, Armstrong and Poplin suggest that we shift to a “growth paradigm”. The key aspect of the growth paradigm is that it avoids labels such as //dyslexia// and others and focuses on the individual learner just like any other student who just so happens to learn a little bit differently. Furthermore, the growth paradigm is based on the idea that learning disabilities tend to only affect one specific intelligence while leaving the other intelligences completely intact. This provides a great explanation for why students like autistic savants are not able to communicate in an effective way verbally but can play classical music at a professional level. I loved this chapter because it proposes a break from the normal view that students with learning disabilities should even be labeled with a “disability” but rather a learning “difference”. The term disability comes with the connotation that the student can no longer learn properly while difference says a student can still learn, they just learn in a different way.

Simone Thiry
The idea of using MI theory to form the basis of a new approach to special education is revolutionary. By focusing on a “Growth Paradigm” instead of a deficit program, we can use students’ strengths to help develop their weaknesses. I find it appalling that there may be situations, in which a student’s IEP only addresses their weaknesses, talks only of impairments and isolates the students from their peers. It seems to me that the student would benefit more from being able to participate in the general classroom, which is the theory behind the inclusive classroom. Using MI strengths as a path to success is an integral part of creating a positive environment for students to learn in. In limited discussions that I have had with friends, mentors and students who have special needs or disabilities, the greatest impact seems to be the negative lens they feel examined under. Labeling and isolation only enhance the stigmas surrounding special education, and contribute to feelings of inadequacy that students may already be harboring. As a teacher, I hope to view the successes and strengths of each of my students as potential paths to success the math classroom. This will be imperative especially in any IEP meetings I should attend, and in differentiating instruction for students with school acknowledged special needs. I also need to be aware of these ideas because I anticipate that I might find myself in a situation where I may need to advocate for a student whose strengths are being passed-over in a supposed plan for their success.