The present study was conducted to identify the difference among three groups of children: gifted, normal and those with learning disorders in terms of creative movement. Method: In this study, casual-comparative research method was applied and seventy-four girl students all doing first to third grade of elementary schools in Tehran made the statistical population of this research. Among this population, twenty-four normal students, and twenty-three gifted ones were selected from schools through administrating Wechsler test and twenty-seven students with learning disorders were selected from special centers. Then, Torrance's Thinking Creatively in Action and Movement was conducted. Results: The statistical results indicated that there was a significant difference in creative movement scale among three groups of gifted, normal and learning disordered children. As far as creative movement was concerned, the average performance of children with learning disorders was significantly lower than the average performance of the normal and the gifted ones. Moreover, results with significance of p≤0.05 indicated that fluidity and creative imagination scales in children with learning disorders were significantly lower than those in the other two groups. However, no significant difference was observed among the three groups of children in creative movement scale. Conclusion: According to the findings of the research, Torrance's Thinking Creatively in Action and Movement (TCAM) can be used to quick identification of children with learning disorders.
Key words: Creativity, Creative movement, Gifted, Learning disorder
1. Corresponding Author: M.A in Psychology and Education of Exceptional Children, University of Allameh Tabataba'i, Tehran, Iran, Email: email@example.com
2 Assistant Professor of Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
3 Associate Professor of Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran
Mona Lari Lavasani,M.A. 1, Zhanet Hashemi Azar, Ph.D. 2, Shahla Pezeshk, Ph.D. 3