See the world through my eyes: Looking into how we can improve provision for gifted visual-spatial learners in our classrooms.

Abstract

This article describes a collective case study of three learners who have exceptional visual-spatial abilities relative to their age peers. These abilities create potential to achieve success in areas where the capability to visualise three dimensional images contributes to a creative problemsolving mindset. Literature reviewed to background the investigation topic suggested that characteristic differences in the way these learners process information can create barriers to successful classroom learning. Consequent areas of challenge within traditional academic domains, combined with their exceptional ability being rarely recognised or valued in schools, contribute to gifted visual-spatial learners being an "invisible group"