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Theories and Models of Creativity to Support Special Needs Education: A Systematic Review

Tyrone O. Gil Jr(1),


(1) University of the Philippines
Corresponding Author

Abstract


This paper presents a systematic review of existing models of creativity with specific emphasis on their relevance to special needs education. By synthesizing foundational and contemporary frameworks (including Wallas’s Four-Stage Model, the Four-C Model, Csikszentmihalyi’s Systems Model, Piirto’s Pyramid of Talent Development, Amabile’s Componential Model, Sternberg’s Investment Theory, and the Triangular Theory of Creativity), the study highlights how creativity can be cultivated among learners with diverse abilities. The review reveals that while traditional models often emphasize individual cognitive processes, contemporary approaches underscore the socio-cultural and environmental factors essential for fostering creativity in inclusive classrooms. A persistent challenge is the absence of a universally accepted definition of creativity, which limits the adaptation of models to special needs contexts. Findings suggest that integrative approaches are most effective, advocating for flexible, context-sensitive frameworks that acknowledge both individual strengths and environmental supports. These insights provide implications for curriculum design, teacher preparation, and interventions aimed at nurturing the creative potential of students with special educational needs.

Keywords


Creative development; Creative process; Creativity; Creativity models; Gifted education

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