Previous issue (2019. Vol. 24, no. 1)
Included in Web of Science СС (ESCI)
Psychological Science and Education
2011. no. 3, 66–79
1814-2052 / 2311-7273 (online)
«The Leonardo's Laboratory»: an Education Program for Children with Academic Difficulties Gifted in the Field of Visual-Spatial Abilities
, Clinical Psychologist, Yale University (USA), firstname.lastname@example.orgBrown W.
, Head of Eli Whitney Museum, New-Haven, USA, email@example.comHart L.
, Clinical Psychologist, Yale University (USA), firstname.lastname@example.orgMacomber D.
, Laboratory Assistant, Yale University (USA), email@example.comDoyle N.
, PhD Student, Syracuse University, firstname.lastname@example.orgKornilov S.A.
, PhD Student, Chair of Psychology of Education and Pedagogics, Lomonosov Moscow State University, Moscow, Russia, email@example.comJarwin 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), firstname.lastname@example.orgGrigorenko 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, email@example.com
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.
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