Chapter 11: MI and Special Education

This chapter was about MI and Special Education. It is pointed out that there can be a deficiency in all of the intelligences. For instance, dyslexia is a linguistic deficiency while dyscalculia is a logical and mathematical deficiency. Deficit paradigm and growth paradigm was discussed in the chapter. Deficit paradigm is labeling kids based on their abilities or disabilities, focusing on errors, and things of that nature. Growth paradigm is avoiding labels and looking out for the individual. The chapter strongly pushes to not label students by their learning difficulties but to note them as a student with a special need. For instance, a student with dyslexia may be amazing at sports and therefore should be seen as a gifted bodily-kinesthetic learner with a special need in the linguistic intelligence rather than an athlete who can not read. A way to motivate students with a deficiency in a certain intelligence is to give an example of a famous person who faced the same difficulties as they are now. For instance, Edgar Allan Poe had emotional difficulties but is a famous writer. The development of IEPs using MI theory is also talked about. This is where instead of helping a bodily-kinesthetic learner read by drilling more linguistic activities you would use bodily-kinesthetic activities to help the student read. One interesting way to help a student with dyslexia is to teach them Braille. If MI theory is used in the regular classroom, then the number of referrals to Special Education classes will drop as the students are getting help in the normal classroom. Also, most of the behavior problems will drop and the classroom as a whole will be better off. As a whole, the class liked this chapter a lot. Most people brought up in their reflections that the chapter was helpful and/or interesting. Personally, I first thought it would be about MI theory for Special Education teachers (which I do not want to be) but it was about how to help students with learning disabilities learn in a regular classroom. I believe that kids with problems like dyslexia or some sort of personality disorder should be allowed to stay in the classroom and learn with the “normal” students. The teachers of these kids only have to teach to their special intelligence to help them learn. Joel and Emily wondered if this chapter would be brought up in the book and they were happy to see that it was. There were some, for a lack of a better word, disagreements with the chapter. Keith said that Special Ed. Integration could be both harmful and helpful in the classroom while Brandi was unsure if there would be fewer Special Ed. kids in schools if we used this technique.