MULTIPLE INTELLIGENCES
Gardner’s theory of multiple intelligences provides an articulate and easily remembered view of human abili• ties in which different strengths are valued. Therefore,
it is well suited to explorations of more egalitarian identification procedures for gifted programs. Its links to curriculum development are more tenuous, possibly
very general, such as ensuring that different domains generate activities in the curriculum. This creates a special challenge in matching identification techniques to curricular practice. Multiple intelligences theory offers considerable promise in sensitizing parents and educators to diversity at the level of intellectual strengths. It needs to be combined with curricular theories and models to have an impact on education in general and gifted education in particular. The potential for multiple intelligences theory to contribute in such combinations is not yet explored in the literature.
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