Standards-Based Differentiation: Identifying the Concept of Multiple Intelligence for Use with Students with Disabilities

With evolving eras in special education, an extreme concentration has been placed on accountability through high-stakes testing. In the past, only test scores of general education students were analyzed in most accountability efforts. Current laws, however, have extended accountability measures not only to include those students served in special education, but also to report their scores alongside their non-disabled peers. With the increased focus on accountability through high-stakes testing, educators are searching for more effective means to educate students who are participating in special education programs. Differentiation has become a means to educate all spectrums of students with disabilities. What is not evident, however, are the various methods used to differentiate lessons. It is proposed that educators consider multiple intelligences when differentiating for their students who require alternative methods of instruction. By incorporating different learning styles into daily plans, it is believed that all students will be reached academically.