Publicación: Creatividad como medida cognitiva en jóvenes con discapacidad intelectual
Cargando...
Fecha
2022
Editor/a
Director/a
Tutor/a
Coordinador/a
Prologuista
Revisor/a
Ilustrador/a
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editor
Utah Valley University, Universidad Camilo José Cela
Resumen
La atención a la diversidad y la educación inclusiva debe ser capaz de asumir los mismos retos del siglo XXI, que supone incorporar en el proceso de enseñanza- aprendizaje el desarrollo de competencias que les permita adaptarse a los cambios. En la actualidad, se considera la creatividad como parte del desarrollo del pensamiento divergente y la resolución de problemas, áreas de especial dificultad para las personas con discapacidad intelectual. Por esta razón, se plantea como objetivo de investigación evaluar, en jóvenes con discapacidad intelectual, su capacidad creativa como medida cognitiva, a través de la prueba estandarizada CREA. Para ello, han participado en el estudio 91 participantes, con edades comprendidas entre los 11 años 11 meses y los 28 años de edad cronológica. Los participantes que realizaron el test CREA tuvieron un percentil medio de 34,62 en el baremo de 6 a 11 años. La puntuación media total descendió a un 20,11 en el baremo de 12 a 16 años. Los datos invitan a reforzar, dentro de la praxis educativa, los procesos cognitivos asociados a la creatividad como la toma de decisiones y la resolución de problemas desde edades preuniversitarias como pasos fundamentales para mejorar la creatividad como medida cognitiva.
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.
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.
Descripción
This is the Accepted Manuscript of an article published by Utah Valley University, Universidad Camilo José Cela in Revista De Estilos De Aprendizaje, 15, 2022, available online: https://doi.org/10.55777/rea.v15iEspecial II.4676
Este es el manuscrito aceptado de un artículo publicado por Utah Valley University, Universidad Camilo José Cela en Revista De Estilos De Aprendizaje, 15, 2022, disponible en línea: https://doi.org/10.55777/rea.v15iEspecial II.4676
Categorías UNESCO
Palabras clave
creatividad, discapacidad intelectual, no universitarios, universitarios, medida cognitiva, creativity, intellectual disability, non-university students, university students, CREA
Citación
Mampaso Desbrow, J., López-Riobóo Moreno, E., y García Pérez, M. (2022). Creatividad como medida cognitiva en jóvenes con discapacidad intelectual. Revista De Estilos De Aprendizaje, 15(Especial I), 35–46. https://doi.org/10.55777/rea.v15iEspecial II.4676
Centro
Facultades y escuelas::Facultad de Educación
Departamento
Teoría de la Educación y Pedagogía Social