Author(s)

Junichi Takahashi

Department of Developmental Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, Tokyo, Japan.

Inclusive education, based on the principle that all children (including those with disabilities) should receive similar education, has been recently adopted in primary and secondary schools throughout several countries. Within an inclusive education context, teachers are faced with the challenge of developing their knowledge and skills necessary to properly assess the intellectual abilities of a wide range of children. Although intelligence has been examined for over 100 years, researchers are still debating what abilities should or should not be classified as belonging to the domain of intelligence. In order to effectively apply intelligence theory and assessment methods for inclusive education, we compared traditional intelligence theory (Spearman’s two-factor model) with a more recent intelligence theory (Gardner’s multiple intelligence theory). Spearman’s theory focuses on elementary perceptual processes by using the single g factor, whereas Gardner’s theory recognizes several types of intelligence. On the basis of these reviews, we propose the utility of multiple intelligence theory for inclusive education, considering the various profiles of intelligence shown by children with intellectual disabilities and developmental disorders.

Multiple Intelligence Theory; Inclusive Education; Intellectual Disabilities; Developmental Disorders

Takahashi, J. (2013). Multiple Intelligence Theory Can Help Promote Inclusive Education for Children with Intellectual Disabilities and Developmental Disorders: Historical Reviews of Intelligence Theory, Measurement Methods, and Suggestions for Inclusive Education. Creative Education, 4, 605-610. doi: 10.4236/ce.2013.49086.