Instructional Strategies and Multiple Intelligences Approaches for Students with Autism Spectrum Disorder: A Systematic Literature Review

Abstract

This systematic literature review examines instructional strategies and Multiple Intelligences (MI) approaches implemented for students with autism spectrum disorder in inclusive educational settings. The study aims to identify commonly used instructional strategies, examine the application of MI approaches in autism education, explore the impacts of these approaches on students with ASD, and identify challenges and research gaps related to their implementation. The review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Articles were retrieved systematically from Scopus and Web of Science databases using predefined search strings related to Multiple Intelligences, autism, inclusive education, and instructional practices. Following the screening and eligibility processes, 17 articles published between 2015 and 2025 were selected for qualitative synthesis and thematic analysis. The findings revealed four major themes: differentiated and individualized instructional strategies, application of Multiple Intelligences approaches in ASD education, impacts of instructional strategies and MI approaches on students with ASD, and challenges and research gaps in implementation. The review found that differentiated instruction, Universal Design for Learning (UDL), music-based learning, multisensory activities, technology-assisted instruction, and communication-based strategies were commonly implemented to support autistic learners. These approaches positively influenced communication skills, emotional regulation, cognitive development, and academic participation among students with ASD. These approaches positively influenced students’ engagement, communication skills, emotional regulation, cognitive development, and inclusive participation. However, several challenges were identified, including limited teacher competency, insufficient professional training, lack of instructional resources, and limited empirical integration of MI theory in autism education research. The study concludes that MI-oriented instructional practices have strong potential to support responsive and developmentally appropriate learning experiences for students with ASD. Future research should focus on developing comprehensive instructional frameworks and conducting large-scale empirical studies in diverse educational contexts.