Despite the acknowledged importance of integrating creativity into school curricula, students with learning disabilities often lack the skill of creativity, due to its absence in classroom instruction. To address these gaps, the authors developed a needs analysis questionnaire assessing the necessity of a creativity module for primary school students with learning disabilities, focusing on Torrance's four creativity elements: (a) Originality, (b) Fluency, (c) Flexibility, and (d) Elaboration. This study, emphasizing content validity and reliability testing, comprised rigorous validation by a panel of nine special education experts, resulting in high content validity scores. In Part II, all items were accepted, yielding an overall S‐CVI score of 0.97, indicating a ‘very suitable’ construct. In Part III two items were rejected; the overall S‐CVI score remained at 0.80, signifying ‘very suitable’. A pilot test with 30 special education teachers demonstrated Cronbach's Alpha values 0.87, indicating high reliability for all questionnaire parts. The study emphasizes the questionnaire's efficacy in assessing teachers' understanding of creativity skills and their perspectives on the importance of a customized creativity module. This tool holds substantial potential for educators and curriculum developers, providing insights to address specific student needs, foster creativity in classrooms and enhance overall educational experiences.

中文翻译：

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创造力模块开发需求分析问卷的有效性和可靠性

尽管将创造力纳入学校课程的重要性已得到公认，但由于课堂教学中缺乏创造力，有学习障碍的学生往往缺乏创造力技能。为了解决这些差距，作者制定了一份需求分析问卷，评估有学习障碍的小学生创造力模块的必要性，重点关注托兰斯的四个创造力要素：(a) 原创性、(b) 流畅性、(c) 灵活性和(d) 阐述。这项研究强调内容有效性和可靠性测试，由九名特殊教育专家组成的小组进行了严格验证，获得了很高的内容有效性分数。在第二部分中，所有项目均被接受，S-CVI 总体得分为 0.97，表明结构“非常合适”。在第三部分中，有两个项目被拒绝；S-CVI 总体得分保持在 0.80，表示“非常合适”。对 30 名特殊教育教师进行的试点测试表明，Cronbach's Alpha 值为 0.87，表明所有问卷部分的可靠性很高。该研究强调了问卷在评估教师对创造力技能的理解以及他们对定制创造力模块重要性的看法方面的有效性。该工具对教育工作者和课程开发人员来说具有巨大的潜力，可以提供满足特定学生需求的见解，培养课堂创造力并增强整体教育体验。