Title

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

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