One of the basic principles in organising educational (teaching/learning) process is individualisation, in other words - ensuring opportunities and environment for successful learning considering individual students’ personal characteristics. Approximately 10% of our society is the so called left-handers - people with a dominant left hand. Obviously we encounter them at school, too. Left-handed children differ in the ways how they perceive information, analyse space and time, think and feel, i.e. in their psycho-physiological processes.
Our work deals with research results obtained by means of psycho-physiological testing: e.g. the computerised DT (Determination Test) S1 version and MLS (Motor performance series) test from Vienna Test System. The acquired results reveal that left-handers differ from right-handers in such psycho-physiological aspects as attention distribution and stability, information perception and processing, reaction to conflict situations and reactive stress duration. The former also consume more oxygen while under pressure than the latter.
The research results indicate that left-handers require an individual educational approach.