Chapter 11

Abstract:
This chapter described the importance of multiple intelligences in lesson plans for special education. Many students are labeled “special,” because there abilities with writing, reading, spelling, science, social studies, and math are not as developed as the average student their age. It is not that these students are slow or dumb; it’s that their abilities do not allow them to grasp the material as easily, and their strengths usually come from another area. Some student’s disabilities allow them to develop exceptional abilities. These are the students who truly benefit from a diverse classroom that uses all the multiple intelligences daily. They have the opportunity to work with what they best comprehend. For these certain students, teachers and administrators should really focus on what there learning capabilities thrive in. This way they are to place more of that intelligence into the lesson plan for them, or assign them work that focuses on that intelligent. If MI theories are developed through all school systems, then this will lead to less special education classes and more MI consultant specialist that can help identify students intelligences and focusing on the different interventions to use.

Reflection:
We all agreed with everything that the chapter had to say, and especially agreed with how teachers need to focus more on certain intelligences for these students and maximize there learning growth by using them. Some of us thought that it might be a stretch to lose some of the special education classes, as those are typically small and allow students to grow more in them. At the same time, we all thought the use of the special education teacher as a specialist who works with the teacher in developing strategies to maximize student’s strengths would be much more beneficial for the student’s mental and social growth.

By: Tyler