Giftedness From A Multiple Intelligences Perspective
Multiple intelligences has been associated with giftedness or overachievement of some developmental areas (Colangelo, 2003). Multiple intelligences has been described as an attitude towards learning, instead of techniques or strategies (Cason, 2001).
There are said to be eight Intelligences, or different areas in which people assimilate or learn about the world around them: interpersonal, intrapersonal, bodily-kinesthetic, linguistic, logical-mathematical, musical, naturalistic, and spatial-visual. If the Theory of Multiple Intelligences is applied to educational curriculum, by providing lesson plans, themes, and programs in a way that all students are encouraged to develop their stronger area, and at the same time educators provide opportunities to enhance the learning process in the less strong areas, academic success may be attainable for all children in a school system.
Howard Gardner proposed in Frames of Mind (Gardner 1983/1994) that intellectual giftedness may be present in areas other than the typical intellectual realm. The concept of multiple intelligences (MI) makes the field aware of additional potential strengths and proposes a variety of curricular methods.
Gardner suggest MI in the following areas: Linguistic, logico-mathematical, musical, spatial, kinesthetic, interpersonal, intrapersonal, naturalistic and existential.
Identification of gifted students with MI is a challenge since there is no simple test to give to determine giftedness of MI. Assessing by observation is potentially most accurate, but potentially highly subjective. MI theory can be applied to not only gifted students, but it can be a lens through which all students can be assessed. This more global perspective may lead to more child-centered instruction and meet the needs of a greater number of children (Colangelo, 2003).
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