Editing Intellectual giftedness (section)

== Multiple intelligences theory ==
{{Main|Theory of multiple intelligences}}
Multiple intelligences has been associated with giftedness or [[overachievement]] of some developmental areas (Colangelo, 2003).<ref name="Colangelo, N. 2003">{{cite book |title=Handbook of Gifted Education. |last=Colangelo |first=N. |date=2003 |edition=third |publisher=Allyn & Bacon |isbn=978-0205340637 |url=http://www.davidsongifted.org/db/Resources_id_12343.aspx |access-date=2014-12-01 |archive-date=2016-06-08 |archive-url=https://web.archive.org/web/20160608012929/http://www.davidsongifted.org/db/Resources_id_12343.aspx |url-status=dead }}</ref> Multiple intelligences has been described as an attitude towards learning, instead of techniques or strategies (Cason, 2001).<ref>{{cite journal |last=Renzulli |first=J. |title=Evaluation of a Preschool Nutrition Education Program Based on the Theory of multiple Intelligences |journal=Journal of Nutrition Education |volume=33 |number=3 |pages=161–166|date=May 2001 |pmid=11953232|doi=10.1016/S1499-4046(06)60186-3 }}</ref>

[[Howard Gardner]] proposed in ''Frames of Mind'' (Gardner 1983/1994) that intellectual giftedness may be present in areas other than the typical intellectual realm. The concept of Multiple Intelligences (MI) makes the field aware of additional potential strengths and proposes a variety of curricular methods. Gardner argued that there are eight intelligences, or different areas in which people assimilate or learn about the world around them: interpersonal, intrapersonal, bodily-kinesthetic, linguistic, logical-mathematical, musical, naturalistic, and spatial-visual.<ref name="Gilman">{{cite web|last=Gilman |first=Lynn |title=The Theory of Multiple Intelligences |year=2012 |orig-date=2008 |url=http://www.indiana.edu/~intell/mitheory.shtml |publisher=Indiana University |access-date=14 November 2012 |url-status=dead |archive-url=https://web.archive.org/web/20121125220607/http://www.indiana.edu/~intell/mitheory.shtml |archive-date=25 November 2012 }}</ref>

The most common criticism of Gardner's MI theory is "the belief by scholars that each of the seven multiple intelligences is a cognitive style rather than a stand-alone construct". Others consider the theory not to be sufficiently [[Empirical evidence|empirical]].<ref name="Gilman"/> This perspective has also been criticized on the grounds that it is ''[[ad hoc]]'': that Gardner is not expanding the definition of the word "intelligence", but rather denies the existence of [[intelligence]] as traditionally understood, and instead uses the word "intelligence" where other people have traditionally used words like "ability" and "[[aptitude]]".

Identification of gifted students with MI is a challenge since there is no simple test to determine the giftedness of MI. Assessing by observation is potentially most accurate, but potentially highly subjective. MI theory can be applied to not only gifted students, but it can be a lens through which all students can be assessed. This more global perspective may lead to more child-centered instruction and meet the needs of a greater number of children (Colangelo, 2003).<ref name="Colangelo, N. 2003"/>