ego-resiliency and physically-disabled learners: the implementation of a multiple intelligences teaching approach

Background: gardner’s multiple intelligences (mi) theory offers great opportunities toimprove the diverse abilities potential in disabled learners. the current study investigatedthe effect of the mi teaching approach on physically disabled learners’ mi and egoresiliency.methods: the purposive sample included male and female participants aged 14 to 30years at the arseye-talash institute in urmia, west azerbaijan for students with disabilities.to gain a complete picture of the phenomenon, the study used self-report questionnairesand semi-structured interviews. the study utilized an experimental design that included30 participants overall, with 10 participants in a control group and 20 participants in twoexperimental groups according to the multiple intelligences-based instructions (mibi) theyreceived: first language (persian)-oriented mibis & second language (english)-orientedmibis. for both experimental groups (n = 20), active and passive intelligences of thestudents were identified using a mi test. then, the instruction was tailored to designingtasks to activate the passive intelligence for both groups. the control group (n = 10)received no training. the data were analyzed in spss software using anova and tukey’spost hoc hsd test.results: findings indicated that the use of the mi-based teaching approach contributedto a significant improvement in the learners’ mi (p < 0.01) and ego resiliency (p < 0.01).furthermore, findings showed a positive impact of l2-oriented (english) mibis comparedwith l1-oriented (persian) mibi on physically disabled learners’ ego resiliency (p < 0.01);however, no significant difference was found between the two languages’ mibis (p > 0.01).conclusion: the more diverse a learner’s experience, the more effective their learning willbe, and accordingly, the more successful they will be in a world of challenges. this holdsespecially true for physically disabled learners who have diverse experiences and hencediverse learning needs.