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those with impaired hearing. In order to obtain theindicators of the test reliability and validity after beingapplied to this category, first reliability (reliability ofthe correctors, stable reliability and Alfa factor), andregarding validity, internal consistence coefficients,factor analysis, Ronzly scale concomitant validity aswell as achievement in the subjects of mathematicsand English and distinguishing validity using aninternal and external criterion were obtained. Specialperformance standards for the dump students andthose with impaired hearing were obtained for each agecategory and for the whole sample by converting thecrude score into a t score and by obtaining thedifferences in the four dimensions of the test and totalscore between the dump and hearing students. Thefindings of the research were as follows:١- There were no significant differences in form B ofTorrance test of creative thinking between theperformance of the dump students and those withimpaired hearing.٢- The reliability indicators of form B of Torrancetest of creative thinking when all methods areused were high.٣- There was a good significant validity of form B ofTorrance test of creative thinking when applied tothe research sample.٤- A computer software is required to correct the testactivities along with a proposed enrichmentprogram to promote creative thinking.Recommendations: In the light of the afore-mentionedfindings, the researcher recommends that a scale beemployed to detect the creative ones among the dumpstudents and those with impaired hearing in the rest ofthe regions and include the female students therein, aswell as form a special committee in the Ministry ofEducation in order to enrich the educational field withnew techniques and update what has been validated٢٨٢