The Importance of L.S. Vygotsky’s and A.R. Luria’s Ideas in the Study of ‘Twice Exceptional’ Children
Abstract
The article highlights the importance of ‘twice exceptionality’ studies and the significance of L.S. Vygotsky and A.R. Luria’s ideas for this research. Twice exceptional children combine the signs of giftedness with one or several mental disabilities, specific learning difficulties, etc. In our research, we analyzed the development
of writing skills in three groups of school children with different variants of mental functions development, distinguished on the basis of neuropsychological characteristics. The use of the original method of recording movements while writing, combined with a neuropsychological assessment of children allowed revealing the dependence of writing parameters and their dynamics on the strength and weakness of the components involved in the functional system of writing. According to the results obtained, each group has its own pattern of the following parameters: time, writing quality and errors, explained by the primary weakness in the child’s
functional system of writing and compensatory restructuring. A comparative analysis of analytical and holistic strategies use in reading was also conducted.
Keywords: ‘twice-exceptional children’, mental functions development desynchrony, neuropsychological analysis, difficulties and specific errors in writing.
References
[1] Shcheblanova, E. I. (2011). Neuspeshnye Odarennye Shkolniki [Unsuccessful gifted schoolchildren], p. 245. M.: Binom. Laboratoriia znanii.
[2] Foley Nicpon, M., Allmon, A., Sieck, B., et al. (2011). Empirical investigation of twiceexceptionality: Where have we been and where are we going? Gifted Child Quarterly, vo. 55, no. 1, pp. 3–17.
[3] Akhutina, T. V. and Pylaeva, N. M. (2012). Overcoming Learning Disabilities, p. 305. New York, NY: Cambridge University Press.
[4] Akhutina, T. V. (2004). Narusheniia pisma: diagnostika i korrektsiia [Handwriting disorders: diagnostics and correction]. In Aktualnye problemy logopedicheskoi praktiki: metod. materialy nauch.-prakt. konf.«Tsentralnye mekhanizmy rechi», pp. 225–247.
[5] Korneev, A. A. (2004) Analiz formirovaniia navyka pisma v mladshei shkole[Analysis of handwriting acquisition in early schoolchildren]. Zhurnal Shkola zdorovia, no. 3, pp. 20–30.
[6] Kuzeva, O. A., Romanova, A. A., Korneev, A. A., et al. (2015). The dynamics of programming, control and the movement sequential organization skills as the basic components of writing: (based on data from graphomotor tests). Russian Education & Society, vol. 57, no. 9, pp. 757–782.
[7] Akhutina, T. V., Babaeva, Iu. D., Korneev, A. A., et al. (2006). Variativnost pisma u pervoklassnikov: sistemnyi neiropsikhologicheskii analiz [Variability of handwriting in first grade schoolchildren: systematival neuropsychological analysis]. Vestnik Moskovskogo universiteta. Seriia 14: Psikhologiia, no. 3, pp. 58–69.
[8] Inshakova, O. B., Akhutina, T. V., and Golovina, O. E. (2008). Metodika obsledovaniia chteniia vslukh i «pro sebia» u mladshikh shkolnikov [Methods of assessment of aloud and silent reading in early schoolchildren], in Neiropsikhologicheskaia diagnostika, obsledovanie pisma i chteniia mladshikh shkolnikov, pp. 91–110. Moscow:
Sekachev.
[9] Akhutina, T. V., Korneev, A. A., Matveeva, E. Iu., et al. (2016). Metody neiropsikhologicheskogo obsledovaniia detei 6-9 let [Methods of neuropsychological examination of children 6 years old]. Moskva: V. Sekachev.
[10] Akhutina, T. V. (1998). Neiropsikhologiia individually razlichii detei kak osnova ispolzovaniia neiropsikhologicheskikh metodov v shkole [Neuropsychology of individual differences in children as basis of neuropsychological work in school], in E. D. Khomskaia and T. V. Akhutina (eds.) I Mezhdunarodnaia konferentsiia pamiati AR Luriia: sb. dokladov, pp. 201–208.
[11] Velichenkova, O. A. (2002). Kompleksnyi podkhod k analizu i korrektsii spetsificheskikh narushenii pisma u uchashchikhsia mladshikh klassov obshcheobrazovatelnoi shkoly [Complex approach to analysis and correction of specific handwriting impairments in early schoolchildren], p. 24. Extended abstract of candidate’s thesis.
Moskva: Moskovskii gorodskoi pedagogicheskii universitet.