Exploring teachers' use of multiple intelligences with elementary-aged exceptional students
Abstract
The purpose ofthis qualitative study was to explore teachers' reflections on Multiple
Intelligences theory and the processes they engage in when using the theory with
elementary-aged exceptional students. FOllr public school teachers took part in the study.
An introductory observation visit, semistructured in-depth interviews, field notes, and
teachers' own written reflections served as data sources. Content-analysis was applied to
review the data for thenles related to the research topic.
The findings indicated several benefits of using Multiple Intelligences. This tlleory
appeared to affect teachers' views of exceptionalleamers, directing the teachers' fOClIS to
the students' potentials. It also seemed to have value for assisting teachers in planning an
inclusive approacll, enhancing exceptional students' self-esteem, developing
nletacognition, and prolTIoting cognitive engagement. Finally, the findings suggest that
Multiple Intelligences has inlplications for teachers' professional development to reach a
more diverse range of students.