Divergent Thinking: The Performance of Students with Visual Impairments on Abstract and Scenario-Based Tasks and Their Correlates
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| Title: | Divergent Thinking: The Performance of Students with Visual Impairments on Abstract and Scenario-Based Tasks and Their Correlates |
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| Language: | English |
| Authors: | Zebehazy, Kim T., Weber, Rachel C., Murphy, Meagan, Ghani, Aisha |
| Source: | Journal of Visual Impairment & Blindness. Jul-Aug 2020 114(4):301-314. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Creative Thinking, Students with Disabilities, Visual Impairments, Vignettes, Correlation, Performance Factors, Teacher Attitudes, Problem Solving, Thinking Skills, Student Characteristics, Age Differences, Children, Adolescents, Foreign Countries, Self Management |
| Geographic Terms: | Canada, Australia, United States |
| DOI: | 10.1177/0145482X20940101 |
| ISSN: | 0145-482X |
| Abstract: | Introduction: Divergent thinking is a crucial component of effective problem-solving. This study investigated the divergent thinking of students with visual impairments (i.e., blindness or low vision) in three countries and explored the correlates of their performance on two tasks. Methods: A sample of 52 students with visual impairments completed two divergent thinking tasks, one traditional Alternate Uses task, and one scenario-based task created for this study. Each student's teacher of students with visual impairments completed a questionnaire containing demographic, curriculum, and student characteristics. Results: Of the correlates examined, teacher-rated academic independence, working on grade level, number of expanded core curriculum (ECC) areas of instruction currently received, and ongoing receipt of assistive technology instruction were significantly related to task performance. Discussion: Findings demonstrate the strong relationship between real-life problem-solving, divergent thinking, and academic functioning in students with visual impairments. Further investigation is needed about the relationship between aspects of problem-solving instruction and student outcomes as they relate to divergent thinking. Implications for practitioners: Given the connection of divergent thinking to overall problem-solving ability, teachers should assess these skills in students. Using similar scenario-based real-life tasks, they can also incorporate practice opportunities for divergent thinking within ECC instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1263320 |
| Database: | ERIC |
| Abstract: | Introduction: Divergent thinking is a crucial component of effective problem-solving. This study investigated the divergent thinking of students with visual impairments (i.e., blindness or low vision) in three countries and explored the correlates of their performance on two tasks. Methods: A sample of 52 students with visual impairments completed two divergent thinking tasks, one traditional Alternate Uses task, and one scenario-based task created for this study. Each student's teacher of students with visual impairments completed a questionnaire containing demographic, curriculum, and student characteristics. Results: Of the correlates examined, teacher-rated academic independence, working on grade level, number of expanded core curriculum (ECC) areas of instruction currently received, and ongoing receipt of assistive technology instruction were significantly related to task performance. Discussion: Findings demonstrate the strong relationship between real-life problem-solving, divergent thinking, and academic functioning in students with visual impairments. Further investigation is needed about the relationship between aspects of problem-solving instruction and student outcomes as they relate to divergent thinking. Implications for practitioners: Given the connection of divergent thinking to overall problem-solving ability, teachers should assess these skills in students. Using similar scenario-based real-life tasks, they can also incorporate practice opportunities for divergent thinking within ECC instruction. |
|---|---|
| ISSN: | 0145-482X |
| DOI: | 10.1177/0145482X20940101 |
