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Multiple Intelligences and Underachievement

Lessons From Individuals with Learning Disabilities

Dixon Hearne, PhD, received his doctorate from the Claremont Graduate School, Claremont, California. He is a part-time university professor in education/special education and an educational consultant in the Los Angeles area. His research interests include multiple intelligences theory, learning disabilities, arts education, and critical pedagogy.

Suki Stone

Suki Stone, PhD, is a part-time university professor in education/special education and an educational consultant in the San Diego area. Her research interests include multiple intelligences theory, learning disabilities, and public policy. Address: Dixon Hearne, 2251 Hummingbird Pl., Pomona, CA 91767.

The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms---reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

Journal of Learning Disabilities, Vol. 28, No. 7, 439-448 (1995)
DOI: 10.1177/002221949502800707


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