Page 99 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani

on strict formulas, guidelines, or rules. He states that the teaching process of-
ten requires educators to be flexible, provide individualized programmes for
students, be creative, improvise, and have emotional sensitivity.
To help each student achieve their individual abilities and learning skil-
ls (Gardner, 1999), it is important to apply different types of intelligence. This
type of approach fosters individualization in education and helps maximize
each student’s potential by focusing on their unique needs and interests. This
type of teaching adapts educational programmes and content to every student
based on Gardner’s (1999) concept of ‘education for personal development’.
His Theory of Multiple Intelligences (1983) plays a key role in this approach, as
he identifies eight types of intelligence: linguistic, logical-mathematical, spati-
al, musical, bodily-kinaesthetic, naturalistic, interpersonal, and intrapersonal
intelligence (Gardner, 1999). He argues that these intelligences often work to-
gether and complement one another. The theory also suggests that each person Jovana Blagojević ◆ THE EFFECTS OF MUSICAL STIMULATION ON CHILDREN WITH DYSLEXIA
excels at specific tasks in certain areas. From an educational perspective, Gar-
dner’s theory leads to the creation of different teaching methods with the goal
to help students learn content effectively and develop their individual abilities,
considering factors such as learning styles, social, cultural, and linguistic bac-
kground, physical characteristics, and resilience.

Dyslexia – Terminological Definition

According to the International Dyslexia Association (IDA), dyslexia is a neu-
rological learning disability that causes challenges with word recognition, spel-
ling, and decoding, due to phonological deficits. Despite strong cognitive abili-
ties and instruction, these difficulties still occur. As a result, secondary effects
include reduced reading comprehension and limited vocabulary development.
The American Psychiatric Association (n.d.) defines dyslexia as a type of spe-
cific learning disorder (SLD), with significant challenges in reading skills (ac-
curacy, fluency, comprehension). Reading difficulty can emerge even before
formal reading instruction, with children having problems in syllable recogni-
tion or rhyming. Dyslexic individuals struggle to connect letters with sounds,
resulting in slow reading and problems with writing and spelling.
Psychologists Stein and Walsh (1997, p. 148) note that dyslexia was first
mentioned in 1887 in the work of German neurologist Kussmaul, who descri-
bed it as so-called ‘word blindness’ in individuals with normal intelligence, but
who distort certain words while pronouncing. Neuropsychiatrist Golubović
(2011) defines dyslexia as a specific difficulty in the development and acquisiti-
on of reading skills, present in individuals with normal intelligence, good visi-
on and hearing, appropriate motivation, and other psychological, educational,
and social conditions. She also emphasizes that dyslexia represents a signifi-
cant discrepancy between the students’ actual ability and the expected level of

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