Gardner's+Multiple+Intelligences

From the earliest years of schooling it would be evident that students have what Gardner (1985, 1993) refers to as different ways of knowing and preferred learning styles (Churchill et. al 2011, pg 226). An outline for each intelligence is as follows: Using Gardner’s Multiple Intelligences is a great strategy to use for all students with and without learning disabilities. I found this to be particularly useful for students with Asperger’s Syndrome. When a student has Asperger’s Syndrome, they have the intellectual capacity within the normal range of fellow students, however they have a distinct profile of abilities that have been apparent since early childhood, for example a qualitative impairment in social interaction and subtle communication skills, as well as restrictive interests. (Attwood, 2009) An example of how Gardner’s intelligences can be used for a student with Asperger’s Syndrome is if the student has a restrictive interest in music. Music can be used across all areas of the curriculum, for example in mathematics. If the student is struggling in mathematics than the counting to a beat in music is able to help the student with areas that they could be struggling in. It can also be used in areas of the curriculum such as art. The pattern that the notes make on the stave can help students with Asperger’s in understanding the relationship in patterns when doing art.
 * Linguistic intelligence ** involves the spoken and written language. This intelligence involves the ability to express oneself either rhetorically or poetically, to learn new languages, and the capacity to use language to accomplish certain goals. People with this language are able to use language as a means to remember information. Writers, poets, lawyers and speakers are among those that Gardner sees as having high linguistic intelligence.
 * Logical-mathematical intelligence ** consists of the capacity to analyse problems logically, to carry out mathematical operations, and investigate issues scientifically. It entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
 * Musical intelligence ** involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognise and compose musical pitches, tones, and rhythms. This intelligence works parallel with linguistic intelligence.
 * Bodily-kinesthetic intelligence ** entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. People who are this way inclined tend to be very sports-orientated.
 * Spatial intelligence ** involves the potential to recognize and use the patterns of wide space and more confined areas.
 * Interpersonal intelligence ** is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed in this intelligence.
 * Intrapersonal intelligence ** entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. It involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. (Adapted from Churchill et. al 2011 and Smith, Mark K. (2002, 2008)).

References *Attwood, T. (2009). //The complete guide to Asperger’s Syndrome//. Retrieved from http://www.tonyattwood.com.au/ * Churchill et al. (2011). //Teaching: Making a Difference.// Milton, Australia: John Wiley & Sons Australia *Gardner, Howard (1999) //Intelligence Reframed. Multiple intelligences for the 21st century//, *Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', //the encyclopaedia of informal education//. Retrieved from [].