https://orcid.org/0000-0003-1708-5592
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ABSTRACT
Creative thinking is found more or less in each individual, and is a skill that can be learned. Creative drama is one of the methods used to acquire this skill. This study examined the effect of applying the creative drama approach for the development of creative thinking skills in students with imtellectual disabilities. The study was carried out using a randomized pretest–post test control group design. A modified version of the Torrance Test of Creative Thinking Figural Form “Circles” was used as the data collection tool. The fluency and flexibility scores of the students were evaluated. The activities were carried out in 2–hour sessions two days a week for a total of 32 hours. The experimental group fluency and flexibility post test and follow–up test scores were significantly higher than their pre–test scores, while no significant difference was found between the post test and follow–up results. As a result of the study, it was concluded that the improvement of the students’ fluency and flexibility scores was linked to the activities, i.e., that the creative drama method had contributed positively to the development of creative thinking skills of students with intellectual disabilities.
Acknowledgments
In the study project, Asist. Prof Fidan ÖZBEY and Asist. Prof Fatma KEÇELİ contributed their valuable ideas to the creation of the training program content. My graduate students Teac. Mustafa YÜCEL, Teac. Serap ÖNBAŞ and Teac. Aytekin ÇATALCA implemented the drama activities. I also owe a debt to the students who volunteered to work with the managers and teachers of the Special Education Vocational Training Center and thank them for providing all kinds of amenities during the study.
Disclosure statement
No potential conflict of interest was reported by the author.