Ego-Resiliency and physically-disabled learners: The Implementation of a Multiple Intelligences Teaching Approach

Background: Gardner’s multiple intelligences (MI) theory offers great opportunities to improve the diverse abilities potential in disabled learners. The current study investigated effect of MI teaching approach on physically learners’ and ego resiliency. Methods: purposive sample included male female participants aged 14 30 years at Arseye-Talash Institute Urmia, West Azerbaijan for students with disabilities. To gain a complete picture phenomenon, used self-report questionnaires semi-structured interviews. utilized an experimental design that overall, 10 control group 20 two groups according intelligences-based instructions (MIBI) they received: first language (Persian)-oriented MIBIs & second (English)-oriented MIBIs. For both (n = 20), active passive were identified using test. Then, instruction was tailored designing tasks activate intelligence groups. 10) received no training. data analyzed SPSS software ANOVA Tukey’s post hoc HSD Results: Findings indicated use MI-based contributed significant improvement (P <0.01) resiliency <0.01). Furthermore, findings showed positive impact L2-oriented (English) compared L1-oriented (Persian) MIBI <0.01); however, difference found between languages’ >0.01). Conclusion: more learner’s experience, effective their learning will be, accordingly, successful be world challenges. This holds especially true learners who have experiences hence needs.