AFSHAN, Shazia. DIFERENTIATED INSTRUCTION: USING THEORY OF MULTIPLE INTELLIGENCE TO ENHANCE ACADEMIC ACHIEVEMENT OF GRAGUATE STUDENTS. International Journal of Psychosocial Rehabilitation, [S. l.], v. 24, n. 6, p. 834–846, 2020. DOI: 10.61841/zpyzjb60. Disponível em: https://psychosocial.com/index.php/ijpr/article/view/6544. Acesso em: 13 jul. 2025.