Creative children in a robust learning environment: Perceptions of special education teacher candidates

Abstract

How special education teacher candidates perceive the creative children in learning environments? To examine this question, we asked teacher candidates about their feelings for creative children, and their perceptions of creative children's characteristics, gender, and effects on the learning environment. In this qualitative study, an online form was developed and data were gathered from 105 special education teacher candidates. Findings revealed that the majority of the participants considered males to be more creative, and the most frequently expressed characteristics have been original, curious, different, productive, flexible, imaginative, and intelligent. Most of the participants had positive feelings about having a creative child in the classroom and also thought that a creative child had positive effects on the entire learning environment including peers and teachers. On the other hand, participants expressed that creative child would be negatively affected because of feeling bored, being excluded from peers and being envied by peers. This study can contribute to the literature on the awareness of the characteristics, gender bias, and effects of the creative children to the learning environment from the viewpoint of special education teacher candidates who are responsible to teach not only gifted students but also students with disability.