Chapter 11

This chapter focuses on special education and how it is handled within our schools. Schools consider special education students as students that are not capable of learning with the rest of the students. Most IEPs consist of students practicing the same activities that they are not good at. This chapter goes into detail of how relating their weaknesses to the strengths they have would help them learn better. If teachers would use the MIs within their classrooms then there would not be as many students refered to special education in the beginning. Having the students practice skills they are not gifted in simply continues to frustrate them and make them more discouraged than they were to begin with. Using the MIs that special educatino students excel in helps to build their knowledge and their self-esteem. This approach would also allow students to remain in the same classroom as the rest of the students and not single them out.


Incorporating the MIs into the classroom is a great way to begin helping people view special education students as capable rather than students who cannot succeed in the normal class. this is the common misconception of special education. This chapter helped us understand the need to look at the strengths that these students have and help them learn new things from these viewpoints. This chapter talks about how currently students with special education standards are basically to toss them aside and forget about them. This is the focus within this chapter and how to not do this and see the useful things that these students can do. Bringing out their hidden skills and helping them develop new skills using these talents is the best way to help reduce the number of special education students.