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Multiple intelligences and underachievement: lessons from individuals with learning disabilities

D Hearne1, S Stone

  • 1Claremont Graduate School, California, USA.

Journal of Learning Disabilities
|August 1, 1995
PubMed
Summary

Traditional learning disability models fail students. New research highlights the importance of multiple intelligences and creativity, advocating for educational reform to recognize diverse student talents and abilities.

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Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Current educational paradigms face reform calls, driven by reductionism vs. constructivism.
  • Traditional deficit models for learning disabilities show limited success.
  • Howard Gardner's theory of multiple intelligences challenges conventional educational approaches.

Purpose of the Study:

  • To re-examine traditional deficit models in learning disabilities.
  • To explore alternative approaches focusing on student strengths and talents.
  • To provide recommendations for educational restructuring.

Main Methods:

  • Review of existing theories and research on learning disabilities.
  • Analysis of Howard Gardner's theory of multiple intelligences.
  • Identification of nontraditional strengths in students with learning disabilities.

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Main Results:

  • Evidence suggests students labeled with learning disabilities possess diverse, often unrecognized, talents.
  • Focusing on creativity and multiple intelligences offers a promising alternative to deficit-based approaches.
  • Current educational practices often undervalue these nontraditional strengths.

Conclusions:

  • Educational systems need restructuring to accommodate diverse learning styles and intelligences.
  • Shifting from deficit models to strength-based approaches is crucial for students with learning disabilities.
  • Recognizing and valuing creativity can improve outcomes for students with learning disabilities.