Assessing aspects of creativity in deaf and hearing high school students
Document Type
Article
Publication Date
4-1-2013
Abstract
To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also adjusting the instructional method in written format, sign language, or spoken English. Deaf students' performance was equal to, or more creative than, hearing students on the figural assessment of divergent thinking, but less creative on the verbal assessment. Additional studies should be conducted to determine whether this was an anomalous finding or one that might contribute to hypotheses yielding effective interventions. © The Author 2012. Published by Oxford University Press. All rights reserved.
Publication Title
Journal of Deaf Studies and Deaf Education
Volume
18
Issue
2
First Page
228
Last Page
241
Digital Object Identifier (DOI)
10.1093/deafed/ens043
PubMed ID
23274214
ISSN
10814159
E-ISSN
14657325
Citation Information
STANZIONE, PEREZ, S. M., & LEDERBERG, A. R. (2013). Assessing Aspects of Creativity in Deaf and Hearing High School Students. Journal of Deaf Studies and Deaf Education, 18(2), 228–241. https://doi.org/10.1093/deafed/ens043