MULTIPLE INTELLIGENCE THEORY BY HOWARD GARDNER AND TEACHING STRATEGIES FOR ADHD

Abstract

The increasing prevalence of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms poses significant challenges for educators, as traditional teaching methods often fail to meet the unique learning needs of these students. ADHD students struggle with attention, impulse control, and hyperactivity, which can hinder academic success. This article explores the application of Howard Gardner’s Multiple Intelligence (MI) Theory as a strategy for teaching ADHD students, aiming to create a more inclusive and effective learning environment. The purpose of this review is to investigate how MI theory, which views intelligence as multifaceted, can be integrated to improve engagement, academic performance, and behavior. Using a literature review methodology, the article analyzes recent studies on MI-based teaching strategies. Key findings show that MI strategies significantly enhance student engagement, academic outcomes, and positive behavioral changes. The review concludes that MI theory has the potential to transform educational practices for ADHD students, fostering more equitable and personalized learning environments.