Learning Disabilities and Multiple Intelligences

Schools nationwide are studying and applying the theory of multiple intelligences (MI). The basic idea, put forth in 1983 by Harvard professor Howard Gardner, is this: Students learn in a variety of ways. What is effective for one student may not be nearly as effective for the student sitting next to her. Gardner's research has useful implications for all students, but parents of learning-disabled children may find MI theory particularly helpful.

First, let's look at Gardner's seven learning styles.

Visual/Spatial Intelligence: These students are very tuned in to their own physical space. They learn quickly and thoroughly when material is presented via graphics, three-dimensional models, or videos.

Bodily/Kinesthetic Intelligence: These students learn by doing. They are very tactile (hands-on). They express themselves well with body language and benefit from lessons that involve making things or playing out roles.

Musical Intelligence: These students love music—and, more important for teachers and parents to know, they are keenly aware of background noise. Musical learners study best when music is playing in the background; they respond to the familiar rhythm the songs provide.

Interpersonal Intelligence: These students learn best by interacting with others. They thrive in group settings and contribute to class discussions. Interpersonal learners do best when they receive plenty of attention from a classroom teacher or parent-tutor.

Intrapersonal Intelligence: These students are often shy and reflective. They are self-motivated and do well with independent study. Intrapersonal learners can gain a lot from reading and journaling.

Lingustic Intelligence: These students "think in words." They like to play word games and make up stories. Teachers and tutors can help linguistic learners by reading books with them.

Logical/Mathematical Intelligence: These students have the ability to think conceptually. They learn concepts first and deal with details later. These students can be taught very effectively through logic games.

As you can see from the list above, students' learning styles are radically different. This is one reason why many classroom teachers are rethinking the basic textbook-and-quizzes model. Many primary-school teachers make excellent use of "stations" or "centers," which are diverse activities that meet the needs of all seven intelligences.

Parents of learning-disabled students can benefit tremendously from an understanding of MI theory. Think about activities that are particularly frustrating for your child—and think about activities that he truly seems to enjoy. Your child's activity preferences say a lot about his learning style. You can tailor your child's study sessions around activities that play to her strengths (the great "side effect" of this is increased confidence and enthusiasm!). For example, if your child has an auditory processing disorder, she will struggle to comprehend a long set of verbal instructions. For this reason, you should shape your child's tutoring sessions around the visual/spatial intelligence; she is far more likely to benefit from graphics and models than from lengthy spoken instructions. Or, your child may have dyscalculia, which makes it difficult for him to grasp abstract mathematical concepts. Stay away from the logical/mathematical learning style, which puts an emphasis on conceptual problem-solving, and instead give him real-world examples (for more on this, see our recent post on incorporating math into everyday life).

Clearly, Gardner's theory of multiple intelligences can be incredibly useful to parents and teachers of LD students. By understanding which "intelligence" best describes your child, you can create tutoring sessions that will really help her succeed.

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