Psychological Science and Education
2011. Vol. 16, no. 3, 66–79
ISSN: 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
Abstract
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.)
References
- Aaron, P. G., Joshi, R. M., Ocker, E. S. (2004). Up the spirits from the vast deep: LD and Giftedness in historic persons. In T. M. Newman and R. J. Sternberg (Eds.) Students with both gifts and learning disabilities: Identification, assessment, and outcomes (pp. 199–124). New York: Kluwer Academic/ Plenum Publishers.
- Baldwin, A. Y., (1999). Learning disability: The mysterious mask – The USA perspective. In A. Y. Baldwin, W. Vialle (Eds.). The many faces of giftedness (pp. 103–134). Belmont, CA: Wadsworth Publishing.
- Baum, S. (1988). An enrichment program for gifted learning disabled students. Gifted Child Quarterly, 32, 226–230.
- Baum, S. M. (Ed.). (2004). Twice-exceptional and special populations of gifted students. Thousand Oaks, CA: Corwin Press.
- Baum, S. M., Cooper, C. R., Neu, T. W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology in the Schools, 38, 477–490.
- Bees, C. (1998). The GOLD program: A program for gifted learning disabled adolescents. Roeper Review, 21, 155–161.
- Bianco, M. (2005). The effects of disability labels on special education and general education teachers’ referrals for gifted programs. Learning Disability Quarterly, 28, 285–293.
- Brody, L. E., Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30, 282–296.
- Butler, D. L. (1998). The strategic content learning approach to promoting self-regulated learning. In B. J. Zimmerman, D. Schunk (Eds.). Developing self-regulated learning: From teaching to self-reflective practice (pp. 160–183). N. Y.: Guilford Press.
- Cattell, R. B., Cattell, A. K. (1961). Culture Fair Intelligence Test - Scale II. Champaign, IL: Institute for Personality and Ability Testing.
- Corno, L. (1993). The best laid plans: Modern conception of volition and educational research. Educational Researcher, 22, 14–22.
- Cooper, C. R., Baum, S. M., Neu, T. W. (2004). Developing scientific talent in students with students with special needs: An alternative model for identification, curriculum, and assessment. The Journal of Secondary Gifted Education, 15, 162–169.
- Crawford, S., Snart, F. (1994). Process-based remediation of decoding in gifted LD students: Three case studies. Roeper Review, 16, 247–252.
- Cunningham, A. E., Stanovich, K. E. (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Journal of Educational Psychology, 82, 733– 740.
- Dix, J., Schafer, S. (2005). From paradox to performance: Practical strategies for identifying and teaching Gifted/LD students. In S. K. Johnsen, J. Kendrick (Eds.), Teaching gifted students with disabilities (pp. 153-159). Waco, TX: Prufrock Press.
- Dole, S. (2000). The implications of the risk and resilience literature for gifted students with learning disabilities. Roeper Review, 23, 91–96.
- Garcia-Sanchez, J. N., Fidalgo-Redondo, R. (2006). Effects of two types of self regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29, 181–211.
- Gayan, J., Olson, R. K. (2001). Genetic and environmental influences on orthographic and phonological skills in children with reading disabilities. Developmental Neuropsychology, 20, 483–507.
- Harris, K. R., Reid, R. R., Graham, S. (2004). Self-regulation among students with LD and ADHD. In B. Wong (Ed.). Learning about learning disabilities, 3rd ed. (pp. 167–195). San Diego, CA: Elsevier Academic Press.
- Hua, C. B. (2002). Career self-efficacy of the student who is gifted/learning disabled: A case study. Journal for the Education of the Gifted, 25, 375–404.
- Johnsen, S. K., Kendrick, J. (Eds.). (2005). Teaching gifted students with disabilities. Waco, TX: Prufrock Press.
- Kalbfleisch, M. L., Iguchi, C. M. (2008). Twice-exceptional learners. In J. A. Plucker, C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (Vol. 707–719). Waco, TX: Prufrock Press.
- Mann, R. L. (2006). Effective teaching strategies for gifted/learning-disabled students with spatial strengths. The Journal of Secondary Gifted Education, 17, 112–121.
- McBride-Chang, C., Manis, F. R., Seidenberg, M. S., Custodio, R. G., Doi, L. M. (1993). Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers. Journal of Educational Psychology, 85, 230-238.
- Neilsen, M. E., Mortoff-Albert, S. (1989). The effects of special education service on the self-concept and school attitude of learning disabled/gifted students. Roeper Review, 12, 29–36.
- Olson, R. K., Forsberg, H., Wise, B., Rack, J. (1994). Measurement of word recognition, orthographic, and phonological skills, In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 243–277). Baltimore: Paul H. Brookes.
- Shevitz, B., Weinfeld, R., Jeweler, S., Barnes-Robinson, L. (2003). Mentoring empowers gifted/ learning disabled students to soar! Roeper Review, 26, 37–40.
- Thrailkill, C. (2005). Patrick’s story: A gifted/ learning-disabled child. In S. K. Johnsen, J. Kendrick (Eds.), Teaching gifted students with disabilities (pp. 99-103). Waco, TX: Prufrock Press.
- Trainin, G., Swanson, H. L. (2005). Cognition, metacognition, and achievement of college students with learning disabilities. Learning Disability Quarterly, 28, 261-262.
- Turk, T. N., Campbell, D. A. (2005). What's wrong with Doug? The academic struggles and triumphs of a gifted student with ADHD from preschool to college In S. K. Johnsen, J. Kendrick (Eds.), Teaching gifted students with disabilities (pp. 105-141). Waco, TX: Prufrock Press.
- Volker, M. A., Lopata, C., Cook-Cottone, C. (2006). Assessment of children with intellectual giftedness and reading disabilities. Psychology in the Schools, 43, 855–869.
- VonKarolyi, C., Winner, E. (2004). Dyslexia and visual-spatial talents: Are they connected? In T. M. New-man, R. J. Sternberg (Eds.) Students with both gifts and learning disabilities: Identification, assessment, and outcomes (pp. 95–118). New York: Kluwer Academic/ Plenum Publishers.
- Weinfeld, R., Barnes-Robinson, L., Jeweler, S., Shevitz, B. (2002). Academic programs for gifted and talented/learning disabled students. Roeper Review, 24, 226–233.
- Woodcock, R. W., McGrew, K. S., Mather, N. (2001). Woodcock-Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.
Information About the Authors
Metrics
Views
Total: 4483
Previous month: 19
Current month: 8
Downloads
Total: 795
Previous month: 0
Current month: 0