Education Influences Creativity in Dyslexic and Non-Dyslexic Children and Teenagers

Abstract

Background and Study HypothesisAre dyslexic children and teenagers more creative than non-dyslexic children and teenagers? Whether creativity is higher in dyslexia, and whether this could be related to neurological development specific to the dyslexic disorder, or to compensatory strategies acquired later in life, remains unclear. Here, we suggest an additional role of differential educational approaches taken in each school that could either enhance or suppress an already higher baseline creativity of dyslexic children and teenagers.ResultsCreativity in dyslexic and non-dyslexic children and teenagers from different schools in France and in Belgium, as well as in students from different universities, was evaluated with the Torrance Test of Creative Thinking (TTCT). Children and teenagers with dyslexia and/or with other similar dysfunctions showed higher creativity scores than non-dyslexic participants. Moreover, the educational approach could further enhance the creative scores in dyslexia, which could be as high as those measured in students from art universities.ConclusionsWe conclude that dyslexic children and teenagers can be highly creative. Yet, expression of creativity can be modulated by educational approach, indicating a probable advantage for personal follow-up compared to normalizing education strategies.

Creativity in Dyslexic Individuals

“…The dyslexic participants in Oise also scored statistically significantly higher than the dyslexic pupils in Paris, except in the area of elaboration. None of the areas monitored by TTCT -F was significantly different for the dyslexic pupils in Oise and Brussels (Kapoula, Ruiz, Spector, Mocorovi, Gaertner, Quilici, & Vernet, 2016).…”

“…It is necessary in this context to point out the strong impact of the educational concept of a given school type. Kapoula, Ruiz, Spector, Mocorovi, Gaertner, Quilici & Vernet (2016) focused on determining the level of creative skills in students with dyslexia and other associated learning issues and intact students of different ages. The fir st research studied a group of adult students at three universities in Paris which try to support different kinds of creativity at the programs they offer, specifically nine students of applied art, eight students of mechanical engineering and eight studen ts of industrial creation and design.…”

“…), even though they had never been diagnosed. Certain creative potential in dyslexics can be purposely supported and developed also in relation to a given enforced educational approach (Kapoula, Ruiz, Spector, Mocorovi, Gaertner, Quilici, & Vernet, 2016).…”

“Coolabilities” - Enhanced Abilities in Disabling Conditions

“…(Kasari, Freeman, Bass, 1990;Kasari, 2003). Dyslexia is often linked to original thinking and creativity (Cancer, Mazoli, andAntonietti, 2015, Eide &Eide 2011;Everatt, Steffert, and Smythe, 1999;Kapoula, Ruiz, Spector, Mocorovi, Gaertner et al 2016). Further examples and references are listed in Table 1.…”

“…Shaywitz, 2006;Siegel, 2006). Recognized coolabilities of people with dyslexia are creativity, original problem solving strategies, visual perception, innovative thinking, and understanding the big picture (Armstrong 2010;Armstrong;Brunswick 2012;Cancer et al 2016;Eide and Eide, 2011;Everatt et al, 1999;Kapoula at al. 2016;Logan, 2009).…”