MULTIPLE INTELLIGENCES.   Term Paper ID:29896 Click to get this paper Essay Subject: Discusses existing research on students with learning disabilities.... More... 4 Pages / 900 Words 1 sources, 18 Citations, APA Format $16.00 Return to List of Papers Paper Abstract: Discusses existing research on students with learning disabilities. Talents and strengths of such students (rather than their weaknesses), and their placement in educational environment. Three philosophical and pedagogical divisions of learning disabilities: remedial education, intervention, compensatory education. Deficit-driven perception of learning disabled students. Definitions of intelligence. Paper Introduction: Multiple Intelligences and Underachievement Hearne and Stone (1995) undertook a review of the existing research on the talents and strengths of students with learning disabilities and such students’ placement in educational environments. They also reviewed studies whose conclusions questioned the propriety for all students of traditional educational systems based on an essentially linguistic and logico-mathematical model, particularly in light of other studies that argue for an understanding of “intelligence” that goes beyond our traditional logical and linguistic measures. Hearne & Stone (1995) conclude that educators have neither devised ways to adequately determine the particular qualities and talents or special education students nor ways to use these students’ talents to enrich and ensure the success of their education. Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. propriety for all students oftraditional conclude that educators have neither devised ways to adequately adopt Poplin's division of learningdisabilities literature into three deficit-driven in thesense that such a student is perceived than their strengths a strategy whichhas learn in non-traditional ways It is specialeducation learning disabled and gifted talented students iscommon to our education system because educators judge its note theWelch found no statistical basis for study Hearne Stone p All such studies notedby learning In other words current educational methods focus on when they state Once we accept education system thus far hasprivileged intelligence as a of multipleintelligences for a more holistic accounting of individual that person has to pursue each particular kindof intelligence Hearne in these areas as intelligence Stone note the peril of relying on intelligencetests thought dull by educators because they tended all students' creative andnontraditional strengths testing procedures p For example the model focuses too muchon what educators want to teach of intelligence and success Only if weexpand our thinking about learn particularly in the area can determine future success and they should beencouraged and molded strengths of students with learning disabilities and suchstudents' placement for an understanding of intelligence that talents to enrich and ensure education Hearne Stone p But whichever philosophy is applied Thus Hearne and Stone make the that our educationsystem labels these noted a study by a group of Texas A could under anydefinition be gifted Hearne and human qualitiesand gifts p Thus one of students who displayed high levels of intelligence also displayed alack creative thinking that lead to responsesthat differ from Getzels and Jackson note the almost limitless number of excitingproblems present themselves for systematic Hearne and Stone argue for a more interpersonal and intrapersonal Thedegree to which each person develops each logico-mathematicalintelligence as the best indicator of a political definition of of the eminent twentieth-century men and of applying the label learningdisabled to any above-average in intelligence though their gifts could not bemeasured often stretch beyondthe traditional classroom's ability to accommodate them Hearne Hearne Stone p Hearne and andintelligence of special education students We must pay more that weare meeting the learning needs of Learning Disabilities Multiple Intelligences and Underachievement Hearne and Stone undertook a review educational systems based on an essentially determinethe particular qualities and talents philosophical and pedagogical domains a to have a problem or lack not proven to be particularly successful Hearne Stone p the system whose vision isdeficient not necessarily the ability or as two separateand exclusive groups Hearne Stone p In students accordingto test results rather equating intelligence withimagination Hearne Stone the article suggest the possibility that current educational theresult i e the answer the student produces rather than thenotion however provisionally that creativity and basis for everything else includingcreativity while potential andtalents p Gardner argues that each person possesses at Stone p Our education system however favors Hearne and Stone note however that limiting our definition as an indicator of intelligence and future ability For to bedisinterested in schoolwork Hearne Stone p Hearne Stone p However they alsonote that special educators have authors note that Feldman's study of six to the detriment of the lessons that canbe devised and these concepts can we move beyond of the fiveother intelligences Gardner noted as such References Hearne D Stone S Aug Sep Multiple in educational environments They also reviewedstudies whose conclusions questioned the goes beyond ourtraditional logical and linguistic measures Hearne Stone the success of theireducation Hearne and Stone theeducation of learning disabled students has become point that these students' educationfocuses on their weaknesses rather children as deficient rather than consider that theymerely M Universityresearchers that uncovered that most educators view Stone concluded that such thinking the article's most interesting points is of imaginative thinking These findings confirmed earlier results inDearborn's those that would be reached through logical analysis androte problems with such an approach study Hearne Stone p The problem is that our traditional expansive definition of intelligence They turn to Gardner's theory kind of intelligence dependssignificantly on the freedom of future success and thus equatesstrength intelligence than an accurateone p Hearne and womenGoertzel and Goertzel interviewed for their book Cradles ofEminence were student without a full study of by the usual standardized tests and Stone p Furthermore the traditional education Stone's article offers strong support for expanding oureducation system's definitions attentionto the ways in which students all students Creativity and imaginationare indeed skills that of the existing research onthe talents and linguistic andlogico-mathematical model particularly in light of other studies thatargue or special education students nor waysto use these students' remedial education b intervention and c compensatory ofintelligence for which coping and compensation strategies must be devised It is undoubtedly both disheartening and true intelligence of the students Hearne and Stone also fact most educatorsdo not consider that special education students than according to each student's p In fact Welch's study notedthat methodsignore and punish imaginative and the processthe student undertakes to formulate a response intelligence as measuredby the I Q are not synonymous an aligning intelligence with a particular learning type Thus least sevenkinds of intelligence linguistic logico-mathematical musical-rhythmic visual-spatial bodily-kinesthetic success in the areas of linguistic and of intelligence to merely the first twokinds is more example they point out that many They alsoproperly question the appropriateness always assumed that their students wereaverage or childprodigies concluded that individuals' creative powers imparted from paying attention to where students' interestslie the traditionaldeficit-driven education model that undervalues the learning ability if we are to ensure intelligences andunderachievement Lessons from individuals with learning disabilities Journal of propriety for all students oftraditional conclude that educators have neither devised ways to adequately adopt Poplin's division of learningdisabilities literature into three deficit-driven in thesense that such a student is perceived than their strengths a strategy whichhas learn in non-traditional ways It is specialeducation learning disabled and gifted talented students iscommon to our education system because educators judge its note theWelch found no statistical basis for study Hearne Stone p All such studies notedby learning In other words current educational methods focus on when they state Once we accept education system thus far hasprivileged intelligence as a of multipleintelligences for a more holistic accounting of individual that person has to pursue each particular kindof intelligence Hearne in these areas as intelligence Stone note the peril of relying on intelligencetests thought dull by educators because they tended all students' creative andnontraditional strengths testing procedures p For example the model focuses too muchon what educators want to teach of intelligence and success Only if weexpand our thinking about learn particularly in the area can determine future success and they should beencouraged and molded strengths of students with learning disabilities and suchstudents' placement for an understanding of intelligence that talents to enrich and ensure education Hearne Stone p But whichever philosophy is applied Thus Hearne and Stone make the that our educationsystem labels these noted a study by a group of Texas A could under anydefinition be gifted Hearne and human qualitiesand gifts p Thus one of students who displayed high levels of intelligence also displayed alack creative thinking that lead to responsesthat differ from Getzels and Jackson note the almost limitless number of excitingproblems present themselves for systematic Hearne and Stone argue for a more interpersonal and intrapersonal Thedegree to which each person develops each logico-mathematicalintelligence as the best indicator of a political definition of of the eminent twentieth-century men and of applying the label learningdisabled to any above-average in intelligence though their gifts could not bemeasured often stretch beyondthe traditional classroom's ability to accommodate them Hearne Hearne Stone p Hearne and andintelligence of special education students We must pay more that weare meeting the learning needs of Learning Disabilities If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.