Week 8 Reflection

Gardners Theory of Multiple Intelligences was formed in 1983. It lists what ways individual

students can learn along with what type of instruction they benefit from. There are 9 types of

learning included in Gardners theory. They include verbal-linguistic, mathematical-logical,

musical, visual-spatial, kinesthetic, intrapersonal, interpersonal, naturalist and existential.

Throughout my schooling experience, I was always asked what kind of learner I was but I was

unaware of how many different types of learners they are, how each type of learner learns and

what they benefit from- as Gardner shows.

There are 12 terms that describe disabilities students could have. These disabilities are Specific

Learning Disability, Speech, Mental Retardation, Emotional Disabilities, Other Health

Impairments, Multiple Disabilities, Orthopedic Disabilities, Hearing Impairments, Visual

Impairments, Traumatic Brain Injury, Deaf-Blindness and Giftedness. Each of these can have an

effect on a student's ability to succeed in a “regular” classroom. Many teachers do not have the

awareness of these disabilities, how common they are, or how to teach students who suffer from

them. The total percentage of students who have a disability (not including giftedness),

according to this chart is 98.33%. More students suffer from learning disabilities than many are

aware of.

Constructivism and rigid lock-step standards education should not be expected to work in any

classroom, especially ones where students with learning differences are being instructed. Each

student learns in a different way, therefore if the entire class is given the same assignment that

does not recognize or take these differences into account, each student will not have the same

results. It is incompatible because of this. Instruction should recognize different types of learning
and how each student learns and it should be set up, as best as possible, to cater those needs in

order for each student to succeed and learn with the best of their ability.

Every student should learn basic skills before engaging in real inquiry. It is not something that

students who suffer from learning differences should be set aside for.

Differentiated instruction is not necessarily saying that tracking is used in the classroom. Yes,

each student is recognized for how they learn and what they benefit from however it is not used

in a way to “track” the students or treat them negatively.

Because student language comes from their families and loved ones, teachers have to be careful

with what and how they are correcting. Correcting usage of grammar, spelling, and basic

language is okay. However, correction of dialect is not. You have to be careful to not confuse

language acquisition with reading comprehension. A lot of this comes from being able to tell

what is part of a student's dialect and what is not.

To help with this, teachers can do a few things to help their students understand language and

everything that surrounds it. Encouraging diverse texts, prompting students to verbally

summarize to a peer using problem/solution or cause/effect summary frames, helping the

students learn the differences between academic and social language along with how to switch

between the two, prompting the students to write scripts of their topics and main points when

speaking and writing, introducing vocabulary in multiple contexts using funny or personal

scenarios, prompting the students to determine similarities and differences, providing students

with a handout on transitions for their writings, and teaching key words that will aid the students

on standardized tests and understanding prompts are all ways that teachers can help their students

with language.
#5: Academic underachievement is so prevalent because many teachers are stuck in their ways.

Students come into class with more than they can handle most of the time. By teachers not

adapting their lessons and assessments to the needs of the students, it adds to the things the

student can not control and ultimately discourages them from trying for ultimate success in that

class. Teachers not being fully aware of types of learning, disabilities, and Maslow's hierarchy of

needs all go into widespread academic underachievement.

#3: Teachers really only need understanding of disabilities and how to approach teaching

students with those disabilities in order to provide appropriate education for these students. I do

not believe that teachers need an entire degree or certification in order to be able to teach well to

students with disabilities. Simply understanding a student's disability, how to teach them and

how to help them succeed should be enough.

#8: Having students regardless of severity of disability being educated fully in a regular

classroom is complicated for me. I believe every student has the right to the same education.

However, through helping the severely disabled students in my district all throughout elementary

school, I also believe that some students with severe disabilities do not benefit as much from a

regular classroom. Students with disabilities should be encouraged to take part in the “regular”

classroom when it is appropriate, however, teachers can not always provide the attention students

with severe disabilities need in order to succeed when they are tending to an entire class. I am all

for having these students in a regular classroom, but I do not believe that it should be full time

and they should have an aid with them to ensure they are getting the attention they require.