Assessing Aspects of Creativity in Deaf and Hearing High School Students

Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.

doi:10.1093/deafed/ens043

Cited by 15 publications

(15 citation statements)

References 29 publications

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“…Research by foreign psychologists demonstrates trends consistent with our findings: children with hearing impairment are creative when solving creative tasks that do not involve the use of verbal speech [16]. They find unusual and original solutions in different spheres -in visual activities involving the use of images, in solving problems requiring the use of non-verbal means, in the production of gestures [18]. Specific features in the manifestation of creativity of hearing-impaired children are associated with the peculiarities of the cognitive sphere -the delay in the development of perception, memory, thought operations, and combinatorial abilities [19].…”

Section: Discussionsupporting

confidence: 85%

Creativity and creative work in children with disabilities

et al. 2021

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The article presents the results of the analysis of the problem of creativity and creative work in children with disabilities having different impairments. This research serves as a basis for conducting a separate study aimed at researching the peculiarities of the search for creative solutions in the process of completing figure drawings in younger schoolchildren with hearing impairments compared to their peers with normal hearing. For this purpose, a comparative analysis of the drawings of hearing-impaired students and elementary school students with preserved hearing was conducted by the criteria of fluency, flexibility, elaborateness, and originality. The need for the present study is determined by the tasks of the modern system of special and inclusive education aimed at the optimal personal development of all children and the creation of psychological and pedagogical conditions for the successful development of different types of creative activity that positively affect their socialization. The study uses a set of theoretical and empirical methods of analysis of the studied problem, as well as a comparative study of general and specific features of creativity in children with preserved and impaired hearing. These specific features are determined by a disproportionate formation of different types of thinking, a delay in the development of figurative memory, verbal speech, and imagination in comparison with hearing children. The novelty of the study consists in the expansion of knowledge about the potential possibilities of creative decisions and creative abilities of persons with developmental disorders at different ages in special psychology and pedagogics. The results of the study of creativity of children with hearing impairments can be used in the educational system for professional orientation and creating conditions for persons with special educational needs to master creative professions.

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Section: Discussionsupporting

confidence: 85%

Creativity and creative work in children with disabilities

et al. 2021

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Section: Discussionmentioning

confidence: 89%

“…The data also revealed that deaf children had significantly higher scores on fantasy orientation than both blind and typically developing children, although the three groups did not differ on pretend play. Other studies have reported that deaf children had higher scores on measures of figural creativity than hearing children (Stanzione, Perez, & Lederberg, 2013) and, given that creativity and having an IC are strongly associated (Hoff, 2005;Singer & Singer, 1990), it may be that we have underestimated the role of fantasy and ICs in deaf children's lives. While the data from this study do not allow for developing causal models, there are several research trends related to Theory of Mind that may provide clues about why older deaf children appear to have above average rates of ICs and blind children appear to have lower than average rates of ICs.…”

Section: Imaginative Lives Of Deaf Blind and Typically Developing Cmentioning

confidence: 93%

Imaginary Companions of Blind, Deaf, and Typically Developing School Children

Smith

2018

Imagination, Cognition and Personality

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Having an imaginary companion (IC) during childhood is associated with developmental advantages. ICs also appear to persist and may serve as a coping mechanism for atrisk children. Few studies have examined imagination in blind and deaf children, two groups who may struggle with peer relationships and loneliness. This study explores the presence of ICs in a sample of 12 blind, 13 deaf, and 26 typically developing, ethnically diverse 8-to 12-year-old children. It examines teacher-and child-reports of competence potentially associated with having an IC. Results indicate that 54% of the children reported a current or prior IC, and those children engaged in more pretend play and fantasy than children without ICs. Deaf children reported the highest rates, and blind children the lowest rates, of ICs. The data suggest that having an IC may be associated with social and emotional benefits for deaf and blind children.

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“…Wang () has detailed the cognitive processes associated within creativity. Success with creativity correlates to success in reading, writing and mathematics (Jeon, Moon, & French, ; Stanzione, Perez, & Lederberg, ; Wang, ). Stanzione et al () advocate for additional research into creativity in students who are DHH.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Success with creativity correlates to success in reading, writing and mathematics (Jeon, Moon, & French, ; Stanzione, Perez, & Lederberg, ; Wang, ). Stanzione et al () advocate for additional research into creativity in students who are DHH. They believe that paper‐based assessments in creativity do not accurately reflect the creative competencies of a student who is DHH.…”

Section: Review Of Literaturementioning

confidence: 99%

Diversity in deafness: Assessing students who are deaf or hard of hearing

Smith

Allman

2019

Psychology in the Schools

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The purpose of this article is to support members of a student's multidisciplinary team to identify complex factors involved in providing valid classroom-based assessment data, including issues surrounding technology-based assessment for students who are deaf or hard of hearing (DHH).The diversity of this population creates unique challenges in creating guidelines for assessment. An overview of the diversity of DHH students is used to provide a framework for examining current assessment practices, including both effective and ineffective practices. Cognitive and linguistic learning differences and diverse language learning experiences in the population are discussed as they relate to assessment protocols. Paralleling technology-based learning experiences with comparable technology-based assessment experiences is also presented. Recommendations for planning for accessible and meaningful assessment include the use of innovative technologies to align instruction and assessment.accessibility, assessment, computerized assessment, deaf 1 | INTRODUCTION Students who are deaf/hard of hearing (DHH) are a diverse, linguistic minority (Holcomb, 2013). They are not simply hearing students who cannot hear (Marschark, 2006). Members of Individualized Educational Plan (IEP) teams for students who are DHH must carefully consider a wide-range of issues when determining how to best match assessments to the unique characteristics of the students, especially when the results of these assessments will have direct impact on the academic placement of and services offered to the student. Primary language proficiency of the student, the purpose of the assessment, the delivery of the assessment content, and whether the assessment should be administered online are just a few of the considerations that must be addressed when assessing students who are DHH. This article is a call to action for the IEP teams of students who are DHH to mitigate complex issues involved in collecting and reporting on valid classroom-based assessment data, including issues with technology-based assessment.The authors acknowledge that a significant portion of this discussion centers on issues related to English-based assessments used in schools. This is not an advocacy or preference for English-based assessments, simply the recognition that there are few tests administered for students who sign, and much of what today's students who are DHH encounter in school is the presentation of content or criteria in English print. Assessments which can be presented using sign-based approaches in a modality that is accessible to the student without impacting the validity or reliability of the assessment should be considered (Higgins et al., 2016). Discussions of the best-practices for use with sign-based assessments should be limited to those professionals with backgrounds in the linguistic elements of American Sign. Language (ASL) and English-based sign systems (Mann & Prinz, 2006; Mann, Peña, & Morgan, 2014). Professionals without such backgrounds should seek consultation f...

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Assessing Aspects of Creativity in Deaf and Hearing High School Students

Cited by 15 publications

References 29 publications

Creativity and creative work in children with disabilities

Creativity and creative work in children with disabilities

Imaginary Companions of Blind, Deaf, and Typically Developing School Children

Diversity in deafness: Assessing students who are deaf or hard of hearing

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