JAASEP FALL 2025 Part 9 of 10
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Creativity is a term with no singular definition, but it is most often thought of as something that is both novel and appropriate (Kaufman & Baer, 2012; Mayer, 1999; Schaefer, 1975). Categorizing the areas of creativity further, Guilford (1950; 1968) identified four areas of necessary components for creative thinking, which include fluency, flexibility, elaboration, and originality. Fluency is the ability to produce a large number of ideas. Flexibility is the ability to adapt or change ideas. Elaboration is the ability to extend upon an idea. Originality is the ability to produce something unusual.
Creativity is cited as a 21st century skill that will prepare students to be college and career ready (Gothberg et al., 2015; Lombardi et al., 2015). Yet, within curricula for both general education and special education, creativity is generally not included (Kleiman, 2008). is often more of an afterthought or an add-on when there is time to include it in the curriculum (Plucker et al., 2004).
Abstract
Creative self-efficacy, a subcomponent of creativity, is the belief in one’s ability to be creative. It is a necessary construct for a well-developed sense of creativity. With creativity being a vital skill cited by employers for employees to be prepared for 21st century careers, it is necessary to research creative self-efficacy early on and with all students. Limited research regarding students with learning disabilities and creativity, creative thinking, and creative self-efficacy exists. Because higher creativity is necessary for greater positive post-secondary outcomes, research in creative self-efficacy is needed. This study examined the perceptions of creative self-efficacy of students in the third, fourth, and fifth grades (n=495). A comparison between students with learning disabilities and their peers in general education and peers with gifts and talents was made. Results indicate similar perceptions of creative self-efficacy amongst students with learning disabilities and students in general education. However, a significant difference was indicated between students with learning disabilities and students with gifts and talents.