MI- Chapter 11

This chapter focused on the MI theory and special education. The MI theory has many affects on special education and not just the students but the teachers as well. Using the MI theory as a tool, educators can start to view students with special needs as “regular” students possessing many different intelligence areas. It may be able to provide a growth paradigm for assisting special needs students in school. It helps to give a different viewpoint of the student and of the situation. This theory provides a model for understanding a wide range of special needs students from those who have cerebral palsy and dyslexic to those who are labeled as an autistic savant or “retarded”. Looking at the deficit program and the growth paradigm, we can see it is a good versus bad standpoint of how to “deal with” and “label” students with differences. This theory also provides a context for discussing and dealing with the students’ disability or difference, helping them to understand their own uniqueness. By developing a perspective of special-needs students as whole individuals, viewing them using the growth paradigm it provides a context for positive channels through which they can deal with their disability. The way in which a teacher views a student can have a positive or negative affect on the students overall work and motivation and outcome in school.

Many times special needs students may need alternatives to an assignment or activity this is called cognitive bypassing, or simply an alternate route to take when completing the work in order to gain the desired outcome. The empowering strategy may include alternative technology, alternative symbol system, and different instructional strategies such as alternative “language” for certain students to understand. Sometimes a difficulty in one intelligence can be overcome by using a more highly developed intelligence. When dealing with IEP’s the MI theory can help teachers identify a student’s strengths and preferred learning style. If the MI theory is used properly then it is likely to have positive effects such as fewer referrals to special education classes because the “regular” classrooms are more sensitive to the needs of all. It can lead to a changing role for the special education teacher, it can put a greater emphasis on identifying strengths, and it can increase self-esteem, and increase understanding and appreciation of students. I feel as if labeling a child to get them out of your classroom and into a special needs classroom is ridiculous. I feel that the MI theory could have so many positive affects on the entirety of the classroom that anyone not using this theory would have to be a fool. Students who have special needs or differences are not the only ones who need this new way of altering the classroom, the whole class as well as other teachers should embrace any model that allows for their students to better develop themselves as well as their learning.