Educational peculiarities and difficulties of children with left-sided laterality: The technological solution of the problem

Nowadays there is a significant increase of the incidence of left-handedness and sinistrality among schoolchildren. They demonstrate a large number of left-sided motor and sensory preferences which are considered as external markers of functional hemispheric asymmetry of the brain. The purposes of this study are to investigate gender peculiarities and specificity of age-related dynamics of laterality pattern's formation in junior schoolchildren and to find out educational peculiarities and difficulties of left-handed children. The findings show that left-handers differ greatly in their mental development by having some peculiarities of intelligence, world's perception and prevailing thinking strategies, ways of memorization, specificity of emotional-affective expression. The main problems of left-handed children in school performance are academic failure, lack of perseverance, anxiety neurosis, and extreme emotional lability. Integrated development of the left hemisphere and the right hemisphere thinking of left-handed schoolchildren is a favorable condition for harmonious personal and intellectual development and effective mastering of various modules of the school curriculum. The technological solution of the problem of teaching the children with left-sided laterality is to include in educational programs some special exercises to develop imagination, emotional sensitivity, integrity of perception, global view to the problems, creativeness, and original approaches to tasks' solving. So a complex program for the intensive development of the right hemisphere of children who demonstrate left-sided laterality to overcome the possible failure at primary school is proposed in this paper.