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.

Hearne and Stone adopt Poplin's (1993) division of learning disabilities literature into three philosophical and pedagogical domains: (a) remedial education; (b) intervention; and (c) compensatory education (Hearne & Stone, 1995 p. 2). But whichever philosophy is applied, the education of learning disabled students has become deficit-driven, in the sense that such a student is perceived to have a problem or lack (of intelligence) for which coping and compensation strategies must be devised. Thus, Hearne and Stone make the point that these students' education focuses on their weaknesses rather than their strengths, a strategy which has not proven to

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Approximate Word count = 1050
Approximate Pages = 4 (250 words per page)

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