OPTIMIZING MULTIPLE INTELLIGENCES FOR CHILDREN WITH SPECIAL NEEDS IN EDUCATION

Abstract

Aims: This study aims to explore the application of MI-based strategies in educational settings for children with special needs, focusing on the benefits and challenges from the perspectives of both teachers and parents.

Methods: A qualitative descriptive approach was used to gather data through semi-structured interviews with 10 parents of fourth-year students at a specialized school in West Java, Indonesia. Convenience sampling was used, and data were analyzed through content analysis.

Results: Three main themes emerged: (1) the need for immediate teacher feedback, (2) increased use of simulation-based learning, and (3) integration of technology in education. Parents reported that prompt feedback aids student understanding, simulations enhance practical skill application, and technology use, such as educational robots, engages and motivates students.

Conclusion: The study highlights the importance of rapid feedback, simulation, and technology in supporting MI for children with special needs. These strategies are vital for fostering an inclusive educational environment that nurtures each child’s unique strengths and needs. Future educational practices should consider integrating these elements to optimize learning outcomes.