|Published online: April 27, 2015||$US5.00|
Research of the use of creativity in instruction focuses largely on educating intellectually gifted students. However, learning disabilities, and other emotional, intellectual, and physical/brain impairments are not mutually exclusive to giftedness. Rather, many conditions may coexist with giftedness in a variety of modalities. The problem is the tendency of parents, teachers and researchers to view such students through a deficit model. The well-meaning desire to get exceptional students to achieve appropriate grade level goals in light of standardized testing and ever evolving learning standards encourages educators to de-emphasize creativity and multiple intelligences in favor of conventional, rote approaches to learning mandated skills and concepts. The focus of this paper is to examine how to access areas of strength and giftedness in exceptional children through the use of creativity in instruction and the encouragement of creativity in students. The Common Core State Standards are then addressed in a responsible and balanced way that that allows exceptional students entry to the curriculum through the unlocking of their individual ways of understanding and processing the world. Ultimately, the goal of this research is to develop a way of thinking about exceptional students that suggests protocols that encourage creativity in teacher approaches to instruction.
|Keywords:||Exceptional Students, Creativity|
The International Journal of Learner Diversity and Identities, Volume 22, Issue 2, June 2015, pp.1-8. Article: Print (Spiral Bound). Published online: April 27, 2015 (Article: Electronic (PDF File; 376.991KB)).
Assistant Professor, School of Graduate Studies, Master of Arts in Teaching Program, SUNY Empire State College, Bronx, New York, USA