MI 11

Abstract:Chapter 11 deals with MI and its use in special education. One of the major focuses of the chapter was the focus on the need to get away from focusing on the students deficiencies and to look at what they can do well. Different approaches may yield better results when helping students that struggle with items. When using alternate symbols systems researchers found that when appealing to different MIs students were usually able to excel at the task. The chapter also discusses the use of MI for IEPs. Like special ed IEPs focus on deficiencies in students and not on the strengths that they have. To better reach the struggling student it is important teach using their strong MIs. The chapter also discussed that with the use of MI there was a decrease in special ed referrals and it offers and increased understanding and appreciation of students.

Reflection:When the chapter was discussing the need to focus on strengths instead of weaknesses it also talked about the need to not label students by their deficiencies. There is a good point to that however when talking to another colleague about the student and using the “label”, an understanding of the students situation is instantly known. The “labeling” of the student increases communication between professionals. Yes students should not be called their “label” and you could explain in detail the student’s deficiencies but miscommunication can happen here and the wrong picture can be painted. All students deserve an education regardless of the extra help that they need.