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Creative capabilities of learning-disabled and normal students

S Graham, A Sheinker

    Perceptual and Motor Skills
    |April 1, 1980
    PubMed
    Summary
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    Learning-disabled students showed creativity differences compared to average peers. While generating similar numbers of ideas, they struggled with idea novelty and shifting approaches.

    Area of Science:

    • Educational Psychology
    • Cognitive Development
    • Special Education

    Background:

    • Creative thinking is crucial for academic success.
    • Understanding creative differences in learning-disabled students is vital for targeted interventions.
    • Previous research indicates potential variations in creative abilities between learning-disabled and average-achieving students.

    Purpose of the Study:

    • To compare the creative thinking abilities of learning-disabled and average students.
    • To identify specific areas of creative strength and weakness in learning-disabled students.
    • To investigate differences in fluency, flexibility, originality, and elaboration between the groups.

    Main Methods:

    • The Torrance Tests of Creative Thinking (Figural Form A) and Sounds and Images were administered.

    Related Experiment Videos

  • Participants included 26 learning-disabled students and 30 average students across Grades 3, 4, and 5.
  • Creative thinking measures were analyzed for significant differences between the two student groups.

    • Main Results:

    • Significant differences were found between learning-disabled and average students on most creative measures, excluding fluency.
    • Learning-disabled students generated a comparable number of relevant creative responses to their average peers.
    • However, learning-disabled students demonstrated less ability in generating novel ideas and adapting their initial strategies.

    Conclusions:

    • Learning-disabled students possess unique creative profiles, with specific challenges in idea generation and cognitive flexibility.
    • While not deficient in response quantity, their creative process differs from average peers.
    • Educational strategies should address these specific creative thinking deficits to support learning-disabled students effectively.