Creatividad como medida cognitiva en jóvenes con discapacidad intelectual

Joanne Mampaso Desbrow; Elena  López-Riobóo Moreno; María  García Pérez

doi:10.55777/rea.v15iEspecial.4676

Authors

Joanne Mampaso Desbrow Universidad Camilo José Cela https://orcid.org/0000-0002-7689-574X
Elena López-Riobóo Moreno Fundación Down Madrid, España https://orcid.org/0000-0002-4075-075X
María García Pérez UNED, España https://orcid.org/0000-0002-4173-0267

DOI:

https://doi.org/10.55777/rea.v15iEspecial.4676

Keywords:

creativity;, intellectual disability;, non-university students;, university students;, CREA

Abstract

Attention to diversity and inclusive education must be able to take on the same challenges of the 21st century, which involves incorporating into the teaching-learning process the development of competences that enable them to adapt to change. Nowadays, creativity is considered as part of the development of divergent thinking and problem solving, areas of special difficulty for people with intellectual disabilities. For this reason, the aim of the research is to evaluate, in young people with intellectual disabilities, their creative capacity as a cognitive measure, through the standardised CREA test. To this end, 91 participants between the ages of 11 years 11 months and 28 years of chronological age took part in the study. The participants who took the CREA test had a mean percentile score of 34.62 on the 6-11 years scale. The mean total score decreased to 20.11 in the 12 to 16 years age range. The data invite us to reinforce, within educational praxis, the cognitive processes associated with creativity such as decision-making and problem-solving from pre-university ages as fundamental steps to improve creativity as a cognitive measure.

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Author Biographies

Joanne Mampaso Desbrow, Universidad Camilo José Cela

PhD in Psychology (education area), Specialist in the design and implementation of academic programs and social impact projects. She has more than 15 years of experience in university academic management, has been Vice-Chancellor of Design and Academic Management, Director of Academic Management and Director of the Orientation Department. Currently works as a teacher, researcher and academic director of the Higher Diploma in the training of labor competencies. Within is professional career it is worth highlighting the 18 years of accumulated experience, teaching classes at various levels and educational centers. Has participated in funding research projects and, nowadays is a member of multidisciplinary research teams looking for the best practices in the improvement of educational practice in the attention to the diversity.

Elena López-Riobóo Moreno , Fundación Down Madrid, España

Master's Degree in Psychological Intervention in Development and Education, Degree in General Linguistics and Diploma in Speech Therapy. Currently PhD student in Health Psychology at the National University of Distance Education (UNED). Linked to the care of people with intellectual disabilities as coordinator of the Speech Therapy area in the School Stage, director of Training in the Adult Stage, director of the Early Intervention Centre and, currently, coordinator of the Down Madrid Intervention Service. Her teaching career as an associate lecturer at Gimbernat University School (EUG-Cantabria) has been in the field of Speech Therapy and General Linguistics. She collaborates as a speaker in different University Master's Degrees and has participated as a teacher in more than 35 degree courses and specific disability courses in different foundations and entities.

María García Pérez , UNED, España

Degree in Pedagogy from the Pontifical University of Comillas, Diploma in Social Education from the University of Valladolid and PhD in Pedagogy from the National University of Distance Education (UNED). Currently, she is a Professor in the Department of Theory of Education and Social Pedagogy of the Faculty of Education of the UNED, where she teaches in the degree of Pedagogy and in the degree of Social Education. After holding several management positions, she is currently the Coordinator of the Master's Degree in Educational Intervention in Social Contexts, an official qualification of the Faculty of Education of the UNED. Her main lines of research focus on Human Rights and Education. Distance Education and Health Education. Currently, she is a member of the Research Group on Socio-educational Intervention in Social Contexts at the National University of Distance Education (UNED).

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