Multiple Intelligences of 11 Year olds.

I work with students who are supported by the Special Education Unit to assist them with their progress through schooling and their day to day learning. In particular three students have a diagnosis of Autism Spectrum Disorder, and are all 11 years old. I asked the students to complete the Multiple Intelligences Test on the website http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

This exercise in itself was an interesting experience. I explained to the students that I wanted to teach them how to do a 'blog' and in order to do this, I needed them to do a test which would show me 'what was the best way to teach them' to do this. (What's in it for me?) It was then interesting to watch them, read the questions, then formulate a response. Some answers were quick responses, and some were a considered response with verbal justification (to me). "I have picked this answer because I know all the music for the DSi games, but I don't like music".

I did not influence any of the answers but did have to explain some of the questions to allow a more adequate response.

This is Student T. He is a high functioning student who is quite high on the Autism Spectrum but can also function within a supported learnng environment. He does not enjoy sports, or running around, he is not interested in other students, and links his knowledge to his DSi or playstation games. He struggles with journal writing as he does not view his daily activities as 'interesting'. He is good at drawing, very good at mathematical problems, quick at puzzles, and excels in helping me with ICT problems. Although the students have not been taught the 'setup and use' of the Interactive whiteboard, he watches and learns from other teachers and is quick to point out what I am doing wrong, and usually has a suggestion or two to help.

This is Student C. She is also a high functioning student diagnosed with ASD. She has a second diagnosis of Intellectual Impairment. She is definately a visual learner in tasks and learns best with diagrams and short and specific instructions to undertake a task. Like Student B she comes enjoys running around with 'friends' but she must be the one who dictates the terms of the games. Her games are based on television series and she goes through particular stages where she is obsessed with a particular character. Currently it is Ben 10. She has no special interest in computers or playstation games like the boys do. She enjoys helping others.

This is Student B. He is a male student who is low on the ASD spectrum and very high functioning. He enjoys music but loves being outside running and playing with friends, but he has to dictate what the game is. He has low social skills. He lives on a small property with family where the lifestyle requires him to take an active part in the day to day running of the famly farm.

From experience it has been discovered that all three students all learn best when the learning tasks are related to them. Not them as a group, but them as individuals. It is now interesting to see the results of these tests and confirm our beliefs. It was also interesting to explain the results to the students to help them understand about themselves and how they learn. But then again, that's what the results showed, they learn best when it is about them.