RESOLVING LEARNING CHALLENGES OF INTERNALLY DISPLACED LEARNERS: A MULTIPLE INTELLIGENCE TEACHING-BASED APPROACH

Abstract:
The displacement of individuals or communities due to conflict, natural disasters, or other crises presents significant challenges, especially in the realm of education. Internally displaced learners, who have been uprooted from their homes and communities, often face numerous barriers to accessing quality education and achieving academic success. This abstract highlights the importance of adopting a Multiple Intelligence Teaching-Based Approach to address the learning challenges faced by internally displaced learners.

The Multiple Intelligence theory, proposed by Howard Gardner, suggests that individuals possess different types of intelligences, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences. By recognizing and leveraging these diverse intelligences, educators can design instructional strategies that cater to the unique learning profiles of internally displaced learners.

This approach acknowledges that internally displaced learners may have experienced trauma, disrupted education, and cultural dislocation, which can hinder their academic progress. By incorporating various teaching methods that align with different intelligences, educators can create inclusive learning environments that foster engagement, motivation, and effective learning outcomes.

The Multiple Intelligence Teaching-Based Approach emphasizes the following principles:

1. Diverse Instructional Strategies: Educators should employ a range of teaching methods, such as storytelling, visual aids, hands-on activities, group projects, music, and movement-based activities, to cater to the diverse intelligences of internally displaced learners. This approach encourages active participation and promotes a deeper understanding of the subject matter.
2. Individualized Learning: Recognizing the unique strengths and challenges of each internally displaced learner, educators should tailor their teaching approaches to accommodate individual differences. This can involve providing additional support, adapting materials, or offering alternative assessments to ensure equitable learning opportunities.
3. Culturally Responsive Pedagogy: Internally displaced learners often come from diverse cultural backgrounds. Educators should integrate culturally relevant content, incorporate local contexts, and encourage peer collaboration to create an inclusive and supportive learning environment that respects learners' cultural identities.
4. Social-Emotional Support: Given the potential emotional and psychological impact of displacement, educators should prioritize the social-emotional well-being of internally displaced learners. Creating a safe and nurturing classroom environment, fostering positive relationships, and implementing trauma-informed practices can help address the emotional challenges and facilitate academic progress.

Implementing a Multiple Intelligence Teaching-Based Approach requires collaboration among educators, policymakers, and stakeholders in the field of education. Adequate training and professional development opportunities should be provided to enhance teachers' understanding of the theory and its practical application.

By adopting this approach, educational institutions can enhance the educational experiences of internally displaced learners, mitigate the learning challenges they face, and foster their overall well-being. This abstract calls for further research, program development, and policy initiatives to promote inclusive education for internally displaced learners, ensuring they have equal opportunities for learning and personal growth in the face of adversity.