Examples from Visual Surroundings as an Incentive for Children with Mild Intellectual Disability to Express their Creativity in the Art Domain/Primjeri iz vizualnog okruženja kao poticaj kreativnih sposobnosti kod djece s blažim intelektualnim teškoćama

Abstract

In getting to know the nature of children's creative expression, we talk ever less about teaching creativity and more about the ways of stimulating, and the conditions that ought to be provided for creativity to be manifested. The aim of this work is to determine the difference in creative abilities of children with mild intellectual disability (MID) before and after visual prompting in the process of creating an art drawing. Creativity was assessed on a sample of 69 subjects, using the Test for creative thinking measured by drawing, and a drawing on the topic of "Peculiar flower", designed specifically for the purpose of this research. After a detailed explanation, the children engaged in working on a drawing on the given topic, with no previous encouragement. After some time the children were prompted using various examples from their visual surroundings, after which they were told to make a drawing and be as creative as possible. Comparing the results obtained before and after prompting, we point out the importance of visual incentive for the expression of children's creativity on all aspects of the flower drawing (color, shape, proportion and spatial distribution), as well as on certain aspects of Urban-Jellen test (completion, humor, material manipulation and non-stereotypical use of elements). Based on the results obtained in this research, we stress the importance of forming sensibility towards characteristics of objects and traits of the environment that can be perceived by eyesight, which would account for a good postulation for encouraging creative expression in the visual domain.

Investigating Humor in Social Interaction in People With Intellectual Disabilities: A Systematic Review of the Literature

“…People with intellectual disabilities have been shown to be creative in their humor use (Johnson et al, 2012 ). People with autism and intellectual disabilities, who have been found to display less playful pretending (Hobson et al, 2009 ), have demonstrated the ability, with prompting, to enhance their humorous creativity (Gagić et al, 2015 ).…”

“…(Gagić et al, 2015 ) used humorous content as an indicator of the expression of creative ability in a drawing task. They used a method of prompting to encourage creative thinking around the art and showed an increase in the humor within the work, post prompting.…”

Implication parentale dans la favorisation de la créativité des enfants Effet du genre et du niveau d’éducation

“…Dans ce contexte, nous considérons que la créativité enfantine doit être conçue comme une créativité personnelle, dépourvue de la composante environnementale et limitée aux composantes cognitives et comportementales. Elle doit être considérée en ayant recours aux critères d 'originalité et d'utilité (Runco, 2011), du fait que ces deux critères apparaissent dans les définitions de la plupart des recherches étudiant la créativité (Gagić et al, 2015).…”

Pragmatic Language across the Lifespan: Evaluating Nonverbal Language and Social Competence Skills Overtime in Individuals with High Functioning Autism and Pragmatic Language Impairment

“…Hudenko, Stone, and Bachorowski concluded that children with ASD laugh in response to internal positive states, whereas typically developing children also use laughter to negotiate social scenarios [51]. Gagi, Japunda-Milisavljevi, and uri-Zdravkovi suggested that when prompting students with ASD, students may engage in and enhance their humorous activity [52]. The purpose of the current study is to explore how paralinguistic cues (i.e., facial expressions, intonation/prosody), affective expression, and social context skills develop across the lifetime in students who are typically developing and students with ASD, AS, or pragmatic language disorder (PLI).…”