ANNOTATED BIBLIOGRAPHY

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The purpose of this annotated bibliography is to provide documentation of the research based articles that I read in preparation for my SRV Implementation Project. With my goal to encourage valued diversity within my school in mind, I looked mainly for research focusing on Howard Gardner’s theory of multiple intelligences, universal design for learning, and inclusive education. This research supported my plan to achieve my project goal through the implementation of the Respecting Diversity Program (Katz, Teaching to Diversity: The Three-Block Model of Universal Design for Learning, 2012), a program that focuses on multiple intelligence to develop respect for diversity in the classroom. It also influenced how I would implement this program, as well as changes and additions I would make to my original implementation plan, specifically that I would add  behaviour management strategies to the plan. Overall, this research proved valuable in preparing me for my SRV Implementation Project.

  • ARTICLE # 1: Students’ Perceptions of Classroom Instructional Environments in the Context of Universal Design for Learning
  • ARTICLE #2: A study on the Multiple Intelligences of Kindergarteners From Different Socioeconomic Backgrounds
  • ARTICLE #3: Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project
  • ARTICLE #4: Implementing the Three Block Model of Universal Design for Learning: Effects on Teacher’s Self-efficacy, Stress, and Job Satisfaction in Inclusive Classrooms K-12
  • ARTICLE #5: Instructional Strategies and Educational Outcomes for Students With Developmental Disabilities in Inclusive Multiple Intelligences and Typical Inclusive Classrooms
  • ARTICLE #6: Multiple Intelligences and Reading Achievement: An Examination of the Teele Inventory of Multiple Intelligences
  • ARTICLE #7: Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms
  • ARTICLE #8: The Perspectives of Students With and Without Disabilities on Inclusive Schools
  • ARTICLE #9: The Effects of a Multi-component Higher-functioning Autism Anti-stigma Program on Adolescent Boys
  • ARTICLE #10: An Analysis of Teaching Styles in Primary and Secondary School Teachers Based on the Theory of Multiple Intelligences
  • OTHER RESOURCES

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