A Suggested Program Based on Multiple Intelligences Theory for Visually Impaired Students in the Primary Stage and Its Effect on Developing Their Spelling

Abstract

Research title: "A Suggested Program Based on Multiple Intelligences Theory for Visually Impaired Students in the Primary Stage and Its Effect on Developing Their Spelling" Researcher 'name: Asmaa Amin Ahmed Abdul Shafy Supervisors: Dr. MagdyMahdyAli, professor of EFL Curriculum and Instruction. Dr.Abdul Rahman So layman, professor of Special Education. Dr.DaliaIbraheemYahya, Lecturer of EFL Curriculum and Instruction. Source:Ain Shams University, Faculty of Education, Curriculum & Instruction Department The present research aimed at developing sixth primary visually impairedpupils' spelling through the use of a program based on multiple intelligences theory. The study adopted the quasi-experimental pre-posttest control/experimental group design. The sample of this study included (13)sixth year students at Al Nour schools for visually impaired students. The subjects were divided into two groups. Experimental group which included (8) students and control group which included (5) students. To achieve this purpose, the researcher has prepared three tools: a teacher questionnaire was designed by the researcher for identifying their using of the MI theory in their class. A multiple intelligence survey (MIS) to determine the most dominant intelligences the students'have. A pre-post test to determine their improving in spelling. Three research hypotheses and one research question guided the study. Multiple regression analysis and ANCOVA were the statistical tools used to process the data collected. Results of the study have shown that there was a statistically significant difference between the performances of the experimental group in the pre-post spelling test favoring the post application. There was statistically significant differences between the performance of the experimental group and the control group in the spelling test favoring the experimental group. There were statistically significant differences between the performance of the experimental group and the control group in the spelling test favoring the experimental group.Finally, multiple intelligence theory-based activities appeared to be effective in developing the spelling of the visual impaired students in the primary stage.