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Gifted Underachievers

The Importance of Identifying and Developing Gifted Underachievers:

Children from socio-culturally disadvantaged groups are severely underrepresented in primary school programs for ‘gifted’ children. One reason for such underrepresentation is that the tests typically used for identification of ‘gifted’ children focus on already well-developed cognitive skills and performance in school subjects – they do not take into account children’s ‘hidden’ learning potential. A second cause for their exclusion is that these children tend not to receive the same type and amount of cognitive and cultural enrichment at home as given to their peers from more established families.

It is therefore  important to redress the imbalance and provide an alternative system for identification of gifted children among ‘underachievers,’ giving them the opportunity to benefit from the participation in ‘gifted’ programs. 


To identify gifted children from among socio-culturally disadvantaged primary school students, and provide them with Feuerstein’s Instrumental Enrichment program, which will facilitate their integration into existent programs for gifted students

Target Groups:  

 Socio-culturally disadvantaged primary school students (ages 10-12) with high learning potential.

Program Elements:

  • Group Learning Potential (LPAD) assessment (15 students) aimed at identifying their learning potential.
  • Selection of potentially gifted students who demonstrate significant (at least 1.5 standard deviations) pre-to post-test change and who reach the post-test the performance level of non-disadvantaged students. (It is projected that 10%-15% of the assessed children will be selected for intervention program).
  • Preparation of cognitive intervention program based on Feuerstein Instrumental Enrichment attuned to the needs of thus identified potentially gifted students.
  • Implementation of intervention program (in groups of 10-15 children).
  • Post-intervention screening and identification of the candidates for integration into the ‘regular’ programs for gifted children.

Time Frame:

  • The entire project is carried out for about 30 weeks (one school year)
  • Group LPAD assessment and selection of children for the intervention program. For each group of 15 students: 16 hours of assessment.
  • Intervention program: 4 academic hours per week for a period of 30 weeks (120 hours).
  • Post-intervention screening: 16 hours.

For additional information or to register, contact Moshe Ben-Porath.

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$ (USD)
The Feuerstein Institute | The International Institute for the Enhancement of Learning Potential
47 Narkiss Street, PO Box 7755, Jerusalem 91077, Israel | +972-2-5693333 | E-mail: info@icelp.org.il site by red-id