This article is a literature review discussing the application of the Theory of Multiple Intelligences in teaching strategies by special education teachers for students with special educational needs (SEN). The review analyzes various past studies from 2016 to 2025 sourced from databases such as Scopus, ERIC, and Google Scholar. The main focus is on the way teachers integrate different types of intelligences linguistic, logical-mathematical, visual-spatial, bodily-kinesthetics, musical, interpersonal, intrapersonal, and naturalistic into their teaching to holistically meet the needs of SEN students. The reviewed studies suggest that Multiple Intelligences (MI)-informed teaching approaches may support student engagement, participation, conceptual understanding, and selected academic and social outcomes when teachers use diverse strategies such as visual aids, hands-on activities, music, games, and collaborative learning. However, the evidence also indicates that implementation is inconsistent and is influenced by teachers’ knowledge, professional training, availability of instructional resources, planning time, and the diverse learning characteristics of SEN students. These findings emphasize on the need for stronger professional development and more systematic empirical research examining the implementation and outcomes of MI-informed teaching specifically within special education settings.
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