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Responding to student diversity: lessons from the margin

Abstract In this article, we consider the contribution of special education approaches to MI (multiple intelligences) schooling. We argue that mainstream education is constructed on a flawed notion of intelligence and consequently disables many learners, perhaps even the majority of them. In this context, we suggest that approaches common in special education have a wider application in mainstream education than is generally supposed. This is particularly true from the perspective that students in mainstream education are multiply intelligent. Inclusive educators have suggested that special education approaches have merit in non-special education environments. For those who work in mainstream education, however, special education approaches, insofar as they are thought of at all, are thought of as deficit approaches. We propose that insights from a combination of the theory of multiple intelligences and special education perspectives can reformulate mainstream education to begin to respond effectively to the diverse needs of all learners.