摘要：Intelligence is largely viewed and accepted nowadays as modifiable and influenced by knowledge gained from various sources such as the personal experience or other systematic experiences. The person is born with a set of native abilities whose development is influenced by socio-educational factors. Education plays a significant role the identification, development and optimal utilization of the person's cognitive abili ties within various educative contexts. Capitalizing on the multiple intelligences theory, we implemented our intervention on primary school students with learning difficulties. The study combines quantitative analysis with the qualitative insight based on a series of case studies.
关键词：multiple intelligences;differentiated instruction;learning difficulties;academic results;learning outcomes;representation of learning contexts
