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Report: How Multiple Intelligences Theory Can Guide Teachers' Practices: Ensuring Success for Students with DisabilitiesCategoriesSTUDENTS, identified with disabilities, TOPICAL BRIEF AreasPRACTITIONER:teaching design and practice AuthorsEdward Garcia Fierros, Equity Alliance at ASU Published2004 PublisherNational Institute for Urban School Improvement AbstractThis On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and community in which individuals live, learn and work. The author of this On Point suggested that helping teachers, students, and parents realize that there are multiple ways to learn and that they themselves possess multiple types of intellectual strengths and life skills is but one reason to consider the theory of MI for teaching students with special needs. Not only can MI increase students’ confidence and enthusiasm for learning, it can also improve their academic achievement and change teachers’ perceptions of their students’ learning abilities. This On Point introduces MI and explores its use with all students by looking at the research on classrooms that use MI so that readers have a robust example to draw on for their own classrooms. Files |
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