Multiple Intelligences Theory supports instruction and assessment in education. Curricula supported by Multiple Intelligence Theory can incorporate strategies created to empower learners with positive areas of self-knowledge, self-awareness, and self-acceptance through positive reinforcement: improved attitudes and behavior, increased multimodal skills, including more benefits.  The Theory of Multiple Intelligences presents a student-centered model of teaching offering a curriculum and instructional style adapting to the individual for the best learning outcome. By focusing on the other intelligent capacities students with disabilities maintain, an instructor may change assumptions and alter the instructional plan.

Apple's lightweight iPad is breaking ground to provide communication and social skills for special education students using pictures, audio, words and video on its large, visually appealing multi-touch screen. The assistive technology device can accomplish the same things to improve life quality for special learners at a lower cost than other communication tools. Particularly, autistic and non-verbal children (or those with limited communication abilities) react so favorably to the portable device that it may alter the future of special education technology. Downloading a wide variety of applications for behavioral skills, social skills, math, communication and language arts offer lessons, stories and positive behavior reinforcement. Assorted applications -including one for alternative and augmented communication -allows real-sounding text-to-speech voices. This helps those with speech delays and fine-motor difficulties align with curriculum.

Mastering language reasoning could arguably be one of the most important skills a child develops. The acquisition of further skills remains contingent upon understanding words and expanding verbal intelligence. Creating IEP goals for language reasoning is imperative to increasingly develop knowledge and verbal skills beyond the learner's present competence. Substantial evidence exists that a student's vocabulary range and abilities with words correlates with career success. The IEP team can help enhance language reasoning skills that offer the learner the capability to achieve a sense of control and direction over his or her own life. When the child masters a particular skill, a new objective may be added. As skills grow easier, more difficult goals should be added. The main idea of setting language reasoning goals revolves around encouraging the learner to use the goal-setting behaviors independently in various environments and situations. These goals foster the student's ability to accomplish anything that markedly affects his or her daily life.

Creating IEP goals for decision-making skills allows students the right and ability to maintain control over and direct their own lives. Goals let the learner make decisions and choices about all things that have a bearing upon his or her daily life. Underlying these decision-making goals is the special education student's capacity to realize his or her own challenges and strengths -what works best. Action plans and time lines remain important to attain these goals. It is imperative that the IEP team stay cognizant that goals centered around decision making do not involve merely one skill. Selfdetermination, choice making, problem solving, self-awareness, communication, self-regulation, goal setting, self-advocacy and leadership all comprise the formation of decision-making skills that lead to the promotion of effective well-being. With the attainment of appropriate decision-making skills, student performance increases -with the likelihood to attain positive post-school outcomes.

Efforts to advance special learners forward in the educational system concentrate on the areas of comprehension found within state standards, metacognitive strategies, Standards-based individualized education programs and effective instructional methods in metacognitive and comprehension strategies. Appropriate evaluations to assess the numerous attainments that special learners can achieve enhances classroom success. The focus to continue involving parents in their child's education is significant to advance special learners toward graduation. Engaging and giving parents a voice in their child's education remains paramount to furthering educational pursuits. It is the role of educators to continually keep parents of special education students involved and informed to ensure their child's successful outcome. Additionally, advancing the merits of inclusion continues to be a focus to propel special education students toward greater promise. An integral part of promoting increased classroom inclusion involves better defining the public's concept of inclusion -and how it influences the success of student placement.

The most up-to-date assessment tools to evaluate a student's needs and abilities in the inclusive classroom remain in the educational software category. Teachers' days of traipsing through mountains of student-evaluation reports (often offering a limiting and misleading view of capabilities) are over. A wide variety of these paperwork-reducing software evaluations are Web-based online with no need for installed hardware or software. No training is required, which lessens technological stress for teachers and parents. Flexible and easily accessible technological augmentation supplies a quick, uniform and systematized method to analyze and present student evaluations.

The historic definition of intelligence does not go for enough -intelligence as measured by IQ tests. Hence, assessments measured by IQ tests are an inadequate means of learner evaluation. The objective, standard IQ tests do not completely define the representation of intelligence. Howard Gardner's research shows the IQ concentration on merely particular intelligences offers an inferior view in light of today's knowledge of multiple types of intelligences. Only some intelligences can be measured by IQ tests. By focusing on the other intelligent capacities of students through assessment, an instructor may change assumptions and alter the instructional plan. Employing this method, devised education can accommodate the governing of one or more intelligences in learners to maximize learning.

Creating optimal classroom environments in special education involves taking into account not only the intellectual environment but physical properties. Teachers must also integrate classroom activities that encourage self-confidence and self-esteem to help acquire skills. Recognizing and emphasizing individual student strengths with praise can aid in fostering achievement in other domains. Multiple Intelligence (MI) theorist Howard Gardner's approach recognizes different strengths and challenges for different students. It also is a valuable tool in working children on the extreme ends of the ability spectrum ability: those gifted students with strengths in his nine recognized intelligences (or deeply in one of them) -and learners typically referred to as learning disabled.