本研究旨在探討視覺障礙學生之創造傾向、認知風格、創造動機、創造表現之結果及其關係，自變項是性別（男、女二組）和發展階段（國小、國中、高職三階段）、依變項是創造傾向（冒險性、好奇性、想像力、挑戰性）、認知風格（左腦、右腦）、創造動機、創造表現（文學、音樂、工藝設計、家政、表演藝術等五領域），即本研究為多因子（2×3×4）之多變量變異數分析的研究設計，並進行三個依變項間（創造傾向、創造動機、創造表現）之線性模式的迴歸分析。
本研究樣本之視覺障礙學生是以分層叢集取樣方式取自台北市立啟明學校及台灣省立啟明學校之國小五、六年及國中二年級、高職二年級學生代表發展階段國小、國中、高職三階段學生。
本研究之結果如下：
一、視覺障礙學生創造傾向整體上在性別（男、女）及發展階段（國小、國中、高職）無顯著差異。
（一）視覺障礙學生之創造傾向及其分項因素在性別方面未達顯著差異。
（二）視覺障礙學生之創造傾向及其分項因素在發展階段方面無顯著差異。
二、視覺障礙學生之認知風格整體上而言，性別與發展階段之交互作用達到顯著差異。
（一）視覺障礙學生之認知風格在性別方面無顯著差異。
（二）視覺障礙學生之認知風格在發展階段方面之左腦分項有顯著差異，且發展階段能解釋總變異量之37.65%。
三、視覺障礙學生之創造動機整體上在性別及發展階段無顯著差異。
（一）視覺障礙學生之創造動機及其分項因素在性別方面無顯著差異。
（二）視覺障礙學生之創造動機及其分項因素在發展階段方面無顯著差異。
四、視覺障礙學生之創造表現整體上及各分項因素在性別及發展階段方面皆無顯著差異。
（一）視覺障礙學生之創造表現及其分項因素在性別方面無顯著差異。
（二）視覺障礙學生之創造表現及其分項因素在發展階段方面無顯著差異。
五、視覺障礙學生之創造傾向、創造動機、創造表現等三個變項的迴歸模式變異數分析皆無顯著差異；顯示視覺障礙學生之創造傾向未能預測創造動機、創造表現，創造動機亦未能預測創造表現。
依據研究結果，本研究對視覺障礙教育提出培養學生創造力之建議及進一步研究之建議。

A three-factor(2×3×4), between-subjects design was used to investigate the effects and the relationships of gender (female and male), stage of development (elementary, junior high and senior high schools) on four dependent variables: creative tendency (risk-taking, curiousty, imagination and challenge), learining style(left and right hemispheres), creative motivation, and creative performance (literatuer, music, crafts designing, home economics, and performing arts).
MANOVA ＆ REG analysis of the linear models were performed to check the results of the study.
The subjects were 76 visually handicapped students from the Taipei City School for the Visually Handicapped and the Taiwan Province School for the Visually Handicapped.
The results were as follows:
(1)There was no significant differences between the overall creative tendency on gender and developmental stages.
(2)The interaction and main effect of the learning style had significant differences on gender & stages. Futhermore it was the left hemisphere factor which affected on the all developmental stages(elementary, junior high and senior high schools).
(3)Both the creative motivation and creative performance had no significant differences on the gender and the developmental stages.
(4)Neither the creative tendency predict creative motivation, and creative performance, nor creative motivation predict creative performance for the subjects.
The results of the study reveal the needs for an educational model in an inclusion environment and the visually handicapped students should learn creative thinking which includes creative tendency, learning style, creative motivation and creative performance.