Theoretical Review of the Creativity, the Key Factor in Education With Visual Impairment

Abstract

This research dealing with the relationship between blindness and creativity, sustain the consideration that they are incapable to achieve an interaction with a predominantly visual creative activity. Nowadays, we know that this is false. Education represents a fundamental pillar of society, and all children have the same right to educational access to achieve their full potential cognitive, emotional, and creative abilities. The following article explains the importance of education for people with visual functional diversity with key elements such as creativity and divergent thinking, emphasizing the value creativity as a teaching tool. The main aim is the review of the studies of visual disability and creativity through the methodology of theoretical review. This study ambitions a systematic reflection of the synthetic quantitative estimate of all of the available studies, proposing to establish a theoretical framework linking creativity in the education of students with visual impairment, providing personal assessments about the above mentioned variables in this study. Within the findings, the function of creative potential, through divergent thinking in the creation of concepts and ideas, solving problems, and with interest not only in education however in any area of life, is evident. Art is an educational tool that is as valid as others, being an instrument of personal growth and improvement, and a means of integration for different educational areas.