Encouraging creativity in art drawings in children with mild intellectual disability with regard to gender

Abstract

In realization of tasks and creative activities, few children with intellectual disability will finish the taken task on their own; most of them are in need of constant encouraging. The aim of this research was to determine the difference in creative abilities of children with mild intellectual disability (MID) before and after prompting during creation of an art drawing with regard to gender. The sample consisted of 69 students from four primary schools for children with developmental disabilities in Belgrade, both gender, calendar age 8 through 16, with no neurological and multiple disorders. The results obtained show a statistically relevant difference between boys and girls on the total score for drawing creativity, as well as on the use of colors and spatial distribution before prompting, whereas after prompting this difference is not observed. The results point to the need for employing individual approach in work with children with MID, in order to respect the particularity of every child and to encourage creative artistic expression, and the need for further examination of gender differences in creativity in children with MID.

U realizaciji zadataka i stvaralačkih aktivnosti malo dece s intelektualnom ometenošću će samostalno dovršiti započeti zadatak, većini je potreban konstantan podsticaj. Cilj rada je da se utvrdi razlika u kreativnim sposobnostima dece s lakom intelektualnom ometenošću (LIO) pre i nakon podsticanja pri izradi likovnog crteža u odnosu na pol. Uzorak je činilo 69 učenika iz četiri beogradske osnovne škole za decu ometenu u intelektualnom razvoju, oba pola, kalendarskog uzrasta od 8-16 godina, bez neuroloških i višestrukih smetnji. Dobijeni rezultati ukazuju na statistički značajnu razliku između dečaka i devojčica na ukupnom skoru kreativnosti crteža, i na upotrebi boja i prostornom rasporedu pre podsticanja, dok se ta razlika ne uočava nakon podsticanja. Dobijeni rezultati ukazuju na potrebu primene individualizovanog pristupa u radu sa decom s LIO kako bi se uvažavale osobenosti deteta i podsticalo kreativno likovno izražavanje, kao i na neophodnost daljih ispitivanja polnih razlika u kreativnosti kod dece s LIO.