Year of Award

2025

Document Type

Thesis

Degree Type

Master of Arts (MA)

Degree Name

Teaching and Learning

Other Degree Name/Area of Focus

Bachelor of Arts (BA), Elementary Education

Department or School/College

College of Phyllis J. Washington

Committee Chair

Dr. Jeb Puryear

Commitee Members

Dr. Trent Atkins, Dr. Fredrick Peck

Keywords

Creativity, Specialized Education Programs, Behavioral Support, Student Engagement, UDL framework

Subject Categories

Disability and Equity in Education | Educational Assessment, Evaluation, and Research | Special Education and Teaching

Abstract

Stewart, Samantha, M.A., Summer 2025 Teaching and Learning

Abstract

Chairperson: Dr. Jeb Puryear

This study investigates the impact of creative instructional strategies on student engagement and learning in a K–5 Structured Learning Program (SLP) serving students with behavioral challenges, trauma histories, autism, and twice-exceptionality (2e). A mixed-methods approach was used to compare two instructional periods: September to December, during which traditional teaching methods were used, and January to June, when flexible, creativity-based practices were introduced. Instructional shifts included increased student choice, multimodal tasks, and scaffolded opportunities for divergent thinking. Data sources included daily staff reflections, classroom observations, and student work samples aligned with IEP goals.

Findings suggest that creative instructional strategies contributed to improved engagement, increased on-task behavior, and enhanced emotional regulation. While academic growth was less immediately measurable, students showed greater participation and willingness to persist through tasks when provided with meaningful, interest-driven content. Educators noted implementation challenges such as student resistance to unfamiliar routines, time limitations, and the need for intentional scaffolding to maintain safety and clarity.

By exploring both the benefits and challenges of creative pedagogy in a specialized setting, this work contributes new insight into how creativity can be harnessed to support some of our most vulnerable learners. These findings position creativity not as an enrichment tool, but as a practical, research-informed approach to instruction that meets the complex needs of students in high-support learning environments.

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© Copyright 2025 Samantha Jo Stewart