Identifying Creative Learning Processes in Children with Cognitive Disorders

Abstract

The objective of this study is to identify the creative learning processes in children with cognitive disorders and examine the role of various supports in enhancing these processes. This qualitative study was conducted, and data were collected through semi-structured interviews with 28 children diagnosed with cognitive disorders in Tehran. The data were analyzed using Nvivo software through qualitative content analysis. Participants were purposively selected, and theoretical saturation was considered during the data collection process. The findings indicated that creative tools such as educational games, learning toys, and educational technologies play a significant role in enhancing creative learning processes. Additionally, children were able to generate new concepts through critical thinking and problem-solving. Cognitive limitations such as memory and attention problems and environmental barriers such as lack of access to educational resources were identified as challenges that affected the creative learning process. The results of this study suggest that the use of creative tools and environmental support can have a significant impact on the creative learning processes in children with cognitive disorders. These findings can contribute to the design of more effective educational programs for these children.