Multiple Intelligences and Motivating College Students with Disabilities

Brian Stevens, Grand Canyon University

Abstract

This reflective paper attempts to frame Multiple Intelligence Theory in the context of motivating college students with disabilities with the intent that actionable steps can be taken by a postsecondary instructor to improve teaching methods for the benefit of all of their students. The discussion focuses on the literature review but also incorporates professional experiences before proposing the conclusions. The implications for postsecondary instructors are discussed, and recommendations for future research are also included.

Keywords: disabilities, education, motivation, Multiple Intelligence Theory, postsecondary, teaching