Abstract
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.
Highlights
In Japan, the educational system of compulsory schools for children who need special education began in 1979
Special education teachers need to acquire the knowledge and skills required for proper measurement of children’s intelligence (i.e., IQ: intelligence quotient) in order to adapt their teaching to children with disabilities
First, we review traditional intelligence theory and assessment methods and discuss their theoretical problems with regard to teaching methods for children with disabilities
Summary
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. 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
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