FACULTY OF EDUCATION AND HUMANITIES

SEMESTER: JANUARY 2023

ESEB3483 INTRODUCTION TO LEARNING DISABILITIES

FORUM DISCUSSION

Student Name and 1. NAVIN RAO RAMACHANDRAN (MC220316668)

Matric 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.

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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 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.

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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 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