The Understanding and Implementation of Multiple Intelligences Theory in Secondary Special Education Classrooms
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The purpose of this study was to assess the understanding and implementation of multiple intelligences theory by secondary special education teachers. This study targeted Wisconsin teachers on the secondary level in the field of special education. The compiled results from the survey allow for several conclusions: (1) a limited amount of research focusing on the use of multiples intelligences theory in the field of special education, (2) the instructional approaches are consistent in methodology and implementation, (3) and a need for new approaches in dealing with diverse students. The research shows substantial evidence exists demonstrating multiple intelligences theory contributes positively to student learning and development.
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