Acknowledging the Difference: Lessons from Differentiated Instruction, Multiple Intelligences, and Visual-Spatial Learning Theories for Students With Learning Disabilities

Individuals with learning disabilities (LD) have significant difficulties with academic learning despite appropriate educational opportunities and an absence of intellectual impairments or an identifiable disease or disorder that might otherwise account for the problem. Many researches have begun to concentrate on the different and nontraditional strengths and capabilities of individuals with learning disabilities, which so far have not been recognized or highly valued by the schools. In the current study, the findings of the related studies are summarized: the insights from multiple intelligences, differentiated instruction and visual-spatial learning theories for students with LD. The evidence of talents and strengths of the students labeled as learning disabled from each mentioned perspective and the implications and some practical recommendations for the schools are discussed.