FACULTY OF EDUCATION AND HUMANITIES

SEMESTER: JANUARY 2023

ESEB3483 INTRODUCTION TO LEARNING DISABILITIES

FORUM DISCUSSION

Student Name and Matric 1. NAVIN RAO RAMACHANDRAN (MC220316668)

Number 2. RUBINEI PUSHPAGARAN (MC220316683)

Answers:
The Multiple Intelligences (MI) idea has some profound effects on both students and teachers. The teaching
methods and approaches should be tailored to the various skills and attitudes of the pupils. Teachers now
have fun teaching philosophies to utilise with various student populations in various lessons according to
the multiple intelligence theory. Students with learning difficulties have unique skills that did not develop
within the framework of the conventional educational system.  Students will be able to showcase their
abilities and interests by using Gardner's Multiple Intelligences (MI) as the foundation for a curriculum in
the classroom. These learning styles and skills and abilities are considered intelligences according to
Howard Gardner. Gardner created the hypothesis of multiple intelligences to explain how people learn
differently from one another, initially positing a list of seven and subsequently revising it to include a total
of nine. The hypothesis suggests that people have different strengths in each of the nine intelligences rather
than having simply one of them. The Gardnerian definition of the intelligences includes logical-
mathematical, spatial, linguistic, bodily-kinesthetic, musical, intrapersonal, naturalistic, and existential. The
theory of multiple intelligences might motivate pupils to learn again. Each of your different learners has a
chance to learn something when a concept is taught using the many intelligences. Furthermore, drawing and
puzzles will be easy for the student who has a strong sense of visual-spatial intelligence. Students who are
strong in linguistic intelligence would perform better with a written report than a reading assignment, but
those who are strong in interpersonal intelligence perform best in class discussions of the readings. Problem
conducts declines when pupils feel successful in their studying. Teaching to a student's area of strength
improves learning outcomes.

ACTIVITY 1
LOGICAL-MATHEMATICAL INTELLIGENCE (RIDDLES)

The ability to comprehend, manipulate, and use logic, numbers, and reasoning to comprehend how
something works, identify an existing framework or pattern, or build something is known as logical-
mathematical intelligence. Parents are aware of this as a crucial component of typical intelligence. Whether
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we think of ourselves as "maths clever" or not, we employ logical mathematical intelligence in our daily
lives. We must remember that while we all have the eight intelligences at birth, our individual strengths and
limitations vary owing to biological and cultural factors. To give students the best opportunity of learning,
educators should offer the content in a way that appeals to the majority of the eight intelligences. This will
allow students to take in the knowledge in a way that is convenient and comfortable for them.

Furthermore, riddles can help students develop their reasoning, critical thinking, and problem-solving
abilities. Our focus, concentration, and mental agility can all improve if we spend some time delving into a
puzzle. Students might be inspired to keep working by solving riddles, which can be a fantastic challenge.
Students may verify their work as they go when we utilize math riddles that already have the solutions on
them. Students are aware that they have made a mistake if the solution to the riddle doesn't make sense. It's
a terrific approach for them to evaluate their accuracy and competence. Our arithmetic riddles also include a
teacher answer key, making it simple for us to grade and correct the answers.

ACTIVITY 2

SPATIAL INTELLIGENCE THROUGH VISUAL – SPATIAL LEARNING (MEMORY GAMES)

The capacity to imagine and influence settings is a component of spatial intelligence. Children with high
spatial intelligence are aware of their environment and adept at rearranging it in novel or creative ways.
Teachers can employ a variety of teaching techniques to guarantee that all of their students are engaged with
the topic despite the fact that pupils frequently have various learning disabilities in the classroom. Students
that prefer visual teaching tools have a common learning style called visual-spatial learning. Knowing the
learning type or whether you are a visual-spatial learner will assist the teachers to support the students with
learning disabilities. Visual-spatial learning relates to a person's capacity to take in, process, and
comprehend visual information from their surroundings. Visual-spatial learners frequently learn holistically
rather than sequentially and may think in visuals and pictures rather than words. This implies that images
and visual learning are crucial for the processing of information. Concepts are frequently seen as full ideas
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rather than as discrete facts or processes by visual-spatial learners.

Through this intelligence and learning method we can opt for the Memory Game activity for the students
with learning disabilities. In account to that, playing memory games with pupils can help them focus better,
develop their visual memory, and sharpen their short-term memory. To match together all image pairs based
on memory is the objective. Place image-containing cards face up so that children may see and remember as
many pairs as possible. After that, turn the cards face down and instruct the pupils to turn them over in
pairs. Cards remain face up if their images match. If not, the pupils turn them back over and pick another
pair. Play continues until all cards have been flipped over and matched by pupils.

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No part of this document may be reproduced without written approval from UNITAR International University