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



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).

General Information

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

Journal rubric: Perspectives of Inclusive Education

Article type: scientific article

For citation: Newman T., Brown W., Hart L., Macomber D., Doyle N., Kornilov S.A., Jarwin L., Sternberg R., Grigorenko E.L. «The Leonardo's Laboratory»: an Education Program for Children with Academic Difficulties Gifted in the Field of Visual-Spatial Abilities. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2011. Vol. 16, no. 3, pp. 66–79. (In Russ., аbstr. in Engl.)


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Information About the Authors

Tina Newman, PhD in Psychology, Clinical Psychologist, Yale University (USA), New Haven, USA, e-mail: tina.newman@yale.edu

William Brown, Head of Eli Whitney Museum, New-Haven, USA, New Haven, USA, e-mail: wb@eliwhitney.org

Leslie Hart, PhD in Psychology, Clinical Psychologist, Yale University (USA), New Haven, USA, e-mail: lesley.hart@yale.edu

Donna Macomber, PhD in Psychology, Laboratory Assistant, Yale University (USA), New Haven, USA, e-mail: donna.macomber@yale.edu

Niiv Doyle, PhD Student, Syracuse University, Syracuse, USA, e-mail: nmdoyle.su@gmail.com

Sergey A. Kornilov, PhD in Psychology, Seattle, USA, e-mail: sa.kornilov@gmail.com

Linda Jarwin, Head of Centre for Excellence in Learning and Training (CELT), Tufts University (USA), Boston, USA

Robert J. Sternberg, PhD in Psychology, Dean of School of Arts and Sciences, Tufts University (USA), Boston, USA, e-mail: robert.sternberg@tufts.edu

Elena L. Grigorenko, PhD, Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology, University of Houston, Houston, TX, USA; Adjunct Senior Research Scientist, Moscow State University for Psychology and Education, Moscow, Russia; Professor and Acting Director, Center for Cognitive Sciences, Sirius University of Science and Technology, Federal territory "Sirius", Russia; Adjunct Professor, Child Study Center and Adjunct Senior Research Scientist, Haskins Laboratories, Yale University, New Haven, CT, USA; Research Certified Professor, Baylor College of Medicine, Houston, USA, ORCID: https://orcid.org/0000-0001-9646-4181, e-mail: elena.grigorenko@times.uh.edu



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