Professor Special Needs Education
Faculty of Behavioural and Social Sciences, University of Groningen
Website: University of Groningen
Alexander Minnaert finished his PhD at the University of Leuven, Belgium, in 1996 on a longitudinal study among freshmen on academic performance, cognition, metacognition, and motivation and has been assistant and associate professor at Leiden University, the Netherlands. In 2004, he became full professor in the domain of clinical educational research, student counselling, special needs education and educational research methodology at the University of Groningen, the Netherlands. Further, he became a member of the Academy of Finland and was appointed as chair of the Academy of Finland (division Education) from 2014 till 2016.
Nowadays he is the research program leader of "Learning and education related problems" focusing on the context of (inclusive) education and (remedial) teaching, aiming at the development, implementation and evaluation of conditions conducive for learning and development at various levels of (pre-school) education. He is author of more than 100 international, peer-reviewed articles (among 10 systematic review studies) within the field of inclusive education, teaching and learning, (meta)cognition and self-regulation, special education needs, motivation, social-emotional processes, giftedness (2E), and assessment.
- Contributions at Talent Education 2019
Voices from practice and voices of science in reaching the potentials of twice-exceptional children: how to bridge the gap between assessment, diagnosis and intervention?PaperVoices from practice and voices of science in reaching the potentials of twice-exceptional children: how to bridge the gap between assessment, diagnosis and intervention? More
- Contributions on other events
Noncognitive characteristics of gifted students with learning disabilities: An in-depth systematic reviewPaperTalent Education 2017
A lot has been written about gifted students who also have learning disabilities (G/LD students, also referred to as twice-exceptional students), but many questions still exist regarding adequate identification of these students. The reality is now that G/LD students are often overlooked when they are assessed for either …More
Structure provided by the teacher makes the difference on the feeling of competence among talented pre-university studentsPaperTalent Education 2017
This contribution focuses on the importance of a structured context provided by teachers on the feeling of competence among talented pre-university students. Based on self-determination theory (Deci & Ryan, 1985; Appleton, Christenson & Furlong, 2008) there is evidence that teachers have the possibilities to influence the feeling of …More