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Essay / Research Paper Abstract
This 10 page report discusses Howard Gardner’s theories of multiple intelligences and how they apply in teaching disabled students. Gardner, of the Harvard Graduate School of Education, asserts that in order for students to utilize their MI, students need to have various tasks where they can employ their underdeveloped intelligences. The theory also suggests that thematic teaching enhances multiple intelligences and allows students to use and strengthen various types of intelligence and skills. All of the aspects of multiple intelligences also apply in teaching disabled students. Bibliography lists 7 sources.
Page Count:
10 pages (~225 words per page)
File: D0_BWmulint.rtf
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within a person, although not all of the intelligences are fully or even partially developed. Gardner, of the Harvard Graduate School of Education, asserts that in order for students
to utilize their MI, students need to have various tasks where they can employ their underdeveloped intelligences. The theory also suggests that thematic teaching enhances multiple intelligences and allows students
to use and strengthen various types of intelligence and skills. Because appropriate activities enhance the MI, it is a particularly useful framework for reference in teaching disabled students.
As a matter of fact, disabled students are often considered disabled because their intelligences in one area of acceptability are so far removed from both the norm and the realm
that determines individual student success. Many educators and theorists in the field of special education are convinced that their students are equally intelligent to "normal" students but in a
number of different ways. Unfortunately, such intelligence typically receive little, if any, validation. Gardner, of course, was particularly addressing issues associated with non-disabled students. And it is easier
to apply his ideas and ideals relating to multiple intelligences to the non-impaired student. However, many of the ideas and premises of MI can be appropriately applied in the special
education classroom or in any dealings with disabled students. As with any other students, the level of the individuals ability and capabilities must be addressed in order to construct
an appropriate and meaningful program for learning and personal advancement. Because the multiple intelligences theory holds that all humans have seven (or eight, as the argument goes) intelligences, individuals do
not have the same strength in each intelligence area and do not have the same amalgam of intelligences. Any classroom with any age of students is a veritable garden of
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