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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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«The Leonardo's Laboratory»: an Education Program for Children with Academic Difficulties Gifted in the Field of Visual-Spatial Abilities

Newman T., Clinical Psychologist, Yale University (USA), tina.newman@yale.edu
Brown W., Head of Eli Whitney Museum, New-Haven, USA, wb@eliwhitney.org
Hart L., Clinical Psychologist, Yale University (USA), lesley.hart@yale.edu
Macomber D., Laboratory Assistant, Yale University (USA), donna.macomber@yale.edu
Doyle N., PhD Student, Syracuse University, nmdoyle.su@gmail.com
Kornilov S.A., PhD Student, Chair of Psychology of Education and Pedagogics, Lomonosov Moscow State University, Moscow, Russia, sa.kornilov@gmail.com
Jarwin L., Head of Centre for Excellence in Learning and Training (CELT), Tufts University (USA)
Sternberg R.J., Dean of School of Arts and Sciences, Tufts University (USA), robert.sternberg@tufts.edu
Grigorenko E.L., Doctor in Psychology, Professor, Head of Laboratory of Behavoir Genetics, Chair of Psychology of Education and Pedagogics, member of the editorial board of scientific journal "Experimental Psychology", Lomonosov Moscow State University, Moscow, Russia, elena.grigorenko@yale.edu
Abstract
Twice exceptional children with coexisting special talents in one area and learning disabilities in other areas represent a particular segment of students who require a complex support. Previous studies with such students were done using mostly the method of individual cases analysis and participants were mainly students with high IQ, but without any special talents in other areas. The aim of this study was to test the hypothesis about the positive impact of an experimental educational program that emphasizes the strong sides of the students and the development of targeted educational skills and their level, as well as self-esteem of students. The study involved 30 school age children with a high level of development of visual-spatial abilities. The results show a significant improvement in organizational skills (based on feedback from parents) and in self-esteem of students (based both on the students’ self-report and feedback from parents).

Keywords: giftedness, learning disabilities, academic underachievement, educational programs, organizational skills, visual-spatial abilities, “twice exceptional” children.

Column: Perspectives of inclusive education

For Reference

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