Exploring teachers' use of multiple intelligences with elementary-aged exceptional students

摘要

The purpose ofthis qualitative study was to explore teachers' reflections on MultipleIntelligences theory and the processes they engage in when using the theory withelementary-aged exceptional students. FOllr public school teachers took part in the study.An introductory observation visit, semistructured in-depth interviews, field notes, andteachers' own written reflections served as data sources. Content-analysis was applied toreview the data for thenles related to the research topic.The findings indicated several benefits of using Multiple Intelligences. This tlleoryappeared to affect teachers' views of exceptionalleamers, directing the teachers' fOClIS tothe students' potentials. It also seemed to have value for assisting teachers in planning aninclusive approacll, enhancing exceptional students' self-esteem, developingnletacognition, and prolTIoting cognitive engagement. Finally, the findings suggest thatMultiple Intelligences has inlplications for teachers' professional development to reach amore diverse range of students.