本研究旨在縉試以多元智慧概念，應用在國小資源班學生勢能力開發，以迴避(bypass)其弱勢管道，進行評量、教學設計、實際教學之改善，突破傳統重視不足能力之補救(remedial)迷思。以屏師實小資源班為實驗組，潮州對資源班為控制組，展開一年的實驗，過程中需融入家長、普通班老師之參與，以建立適當之模式。以編之「兒童多元智慧自我評估表」、「多元智慧檢核表」「自編國語及數學成就測驗」、「學習行為特徵檢核表」、「多元智慧態度量表」、「錄音機」、「攝影機」等為工具，並以二因子混合設計變異數分析，比較實驗組、控制組驗處理前後測之差異情形。結果除量化分析外，並將多元智慧經營模式、研究者臨床教學過程做文字整理呈現。 研究主要結果如下： 一、多元智慧自我評估方面，實驗組與控制組間均未達顯著差異。 二、普通班老師、資源班老師與家長對受試多元智慧能力之評估上，實驗組在邏輯數學智慧、視覺空間智慧、肢體動覺智慧、音樂節奏無慧及整體智慧評定上，均有後測表現顯著高於前測情形。控制組則無明顯差異。 三、二組受試在個別化教育計畫之目標達成情形方面，實驗組不論語文、數學方面均有高於控制組之情形。 四、在學習成就表現上，控制組在自編數學成就後測得分顯著高於實驗組，實驗組上學期之語文成績表現較佳，其餘均未達顯著差異。 五、二組之教師、長、行人員對多元智慧教學之整體態度，實驗前後並無顯著差異。

　　　　　The purpose of this study was to investigate the effect of instruction and multiple intelligence in order to develop student’s superior ability and to avoid meeting student’s weakness instead of improving IEP instruction planning and traditional remedial inefficience. The main sample distributed to experimental group and control group. The participants includes second graders with handicapped, parents or guardian of the child with handicapped, regular classroom teacher, resource room teacher, reseeding in resource room of the elementary school in National Ping-Tung Teachers College and Tsau-Zou elementary school for one year experimental study. In addition, the investigator as associate professor in National Ping-Tung Teachers College and Tsau-Zou elementary school for one year experimental study. In addition, the investigator as associate professor in National Ping-Tung Teachers College observes the whole experimental process and the classified the effect of each participant on the basis of Multiple Intelligence Checklist, self-evaluation achievement score, the checklist of learning behavior characteristics dual conversation by recorder, and the observation by camera. Data analysis used as two-way design ANOVA to compare with pre-test and post test difference in the experimental group and control group. Discussed the experimental results and the observation for special education teachers and future researchers. The main results of this study as follows: Between experimental and control group in self-evaluation multiple intelligence has no significant difference. Experimental group at the logic-mathematics intelligence, vision-space intelligence, the body-movement intelligence, music rhythm intelligence and the whole intelligence in post-test score is higher than pre-test score. But, control group has not any significant difference. The experimental group in literature and mathematics intelligence both has higher score than the control group on the basis of individualized education program. The control group has higher score in mathematics achievement test in post-test than the experimental group on the basis of academic performance. Teachers’ parents, administrators’ attitudes toward multiple intelligence in both groups has no significant difference in pre-test and post-test.