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dc.contributor.authorMirto, Jody Elizabeth
dc.date.accessioned2014-03-03T21:19:15Z
dc.date.available2014-03-03T21:19:15Z
dc.date.issued2004-05
dc.identifier.othermirto_jody_e_200405_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/mirto_jody_e_200405_ma
dc.identifier.urihttp://hdl.handle.net/10724/21599
dc.description.abstractThis study investigates the differences between creative potential in African-American students with and without disabilities from lower socioeconomic environments. Current literature is addressed in regards to race, socioeconomic status, special education services, creativity, and the interrelationship of these topics. The Torrance Test of Creative Thinking – Figural was used to assess the creative potential of three groups of students: Group 1 - Students without disabilities, Group 2 - Students with behavior disorders, Group 3 - Students with learning disabilities. Group 1 scored significantly higher than group 2 on one subsection and higher than group 3 on three subsections. Implications for further research are provided.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAfrican-American
dc.subjectBehavior Disorder
dc.subjectCreative Potential
dc.subjectCreativity
dc.subjectLearning Disability
dc.subjectSocioeconomic Status
dc.subjectSpecial Education
dc.subjectTorrance Test of Creative Thinking
dc.titleA study of the difference between creative potential in African-American students with and without disabilities from lower socioeconomic environments
dc.typeThesis
dc.description.degreeMA
dc.description.departmentSpecial Education
dc.description.majorSpecial Education
dc.description.advisorCynthia Vail
dc.description.committeeCynthia Vail
dc.description.committeeBonnie Cramond
dc.description.committeeCecil Fore


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