Cultivating the unseen garden: A neuroeducational framework for fostering creativity in children with Neurodevelopmental Disorders

Michele Di Salvo

doi:10.14198/DCN.30771

Autores/as

Michele Di Salvo Crossmedia Labs, Italia https://orcid.org/0000-0002-9531-0591

DOI:

https://doi.org/10.14198/DCN.30771

Palabras clave:

Neuroeducación, Creatividad, Trastornos del Neurodesarrollo, Trastornos Específicos del Aprendizaje, Trastorno del Espectro Autista, TDAH, Neurodiversidad

Resumen

El enfoque educativo predominante para niños con trastornos del neurodesarrollo (TND) como el Trastorno del Espectro Autista (TEA), el TDAH y los Trastornos Específicos del Aprendizaje (TEA) está arraigado en un modelo basado en el déficit. Aunque es vital para el diagnóstico, este marco prioriza la remediación de las debilidades a expensas de cultivar las fortalezas cognitivas inherentes, particularmente la creatividad. Este artículo argumenta que la creatividad no es un lujo, sino un proceso neurocognitivo fundamental crucial para el aprendizaje, la comunicación y la autorregulación en poblaciones neurodiversas. Defendemos la integración sistemática de la "neuroeducación de la creatividad", un enfoque transdisciplinario que sintetiza la neurociencia del desarrollo, la psicología educativa y las artes. A través de una revisión narrativa de la literatura contemporánea, deconstruimos los perfiles neurocognitivos del TEA, el TDAH y los TEA, proponiendo un replanteamiento de rasgos como el monotropismo, el pensamiento divergente y el razonamiento espacial como catalizadores potenciales de la cognición creativa. El marco propuesto se basa en principios fundamentales de evaluación basada en fortalezas, aprovechamiento de la plasticidad neural y compromiso multisensorial e integrado con las artes. Estudios de casos del mundo real ilustran su aplicación práctica y potencial transformador. La discusión examina críticamente la necesidad de ir más allá de una lente patológica hacia un modelo que afirme la neurodiversidad y vea las diferencias cognitivas como variaciones naturales. Este cambio de paradigma es esencial para desbloquear el potencial latente, fomentar la resiliencia y empoderar a los niños con TND para que no solo se adapten, sino que también remodelen activamente sus entornos con sus perspectivas únicas. En última instancia, este enfoque promete mejores resultados individuales y contribuye a una sociedad más innovadora, inclusiva y cognitivamente diversa.

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