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In the last decade into professional discussions in the developed countries of Europe and USA are becoming the skills needed for the 21st century. It is the need to respond to claims that contemporary society imposes on individuals. In the center of attention of expert discussions thus becomes not only the definition of skills, but also how it is possible to develop these skills in the educational process. One of these skills and creativity, which is offered as a possible way of development of psychosocial and cognitive skills of children with special educational needs, respectively of children with hearing impairments. Hearing impairment is one of serious disabilities that may adversely affect the psychosocial development of the person. One area that is affected by hearing impairment is the deficit in understanding of the concepts and their use in communication. The article at first describes differences in perception of concepts at children with hearing impairment, which were characterized by means of visual tasks and the results were compared with the results of their hearing peers. The experimental task was created on the basis of available expert sources and previous research. To fulfill the objectives of the research, describe the approach and the reaction of children with hearing impairment to an ambiguous stimulus was used a qualitative approach. Grounded theory permits a detailed analysis of the new phenomenon. Qualitative research is complemented by descriptive statistics. The information obtained is put into the context of the available theoretical knowledge. The article also brings recommendations for practice, which illustrates development one of possible skills needed for the 21st Century.

The characteristic of creativity - reaction of children with hearing impairment to an ambiguous stimulus