The Imaginative and Creative Processes of Children with Disabilities from the Perspective of Specialized Educational Assistance Teachers

Abstract

This study aims to analyze the context in which the imaginative and creative processes of children with disabilities emerge in the Multifunctional Resource Room (MRO) from the perspective of Specialized Educational Assistance (SEA) teachers, based on the assumptions of cultural-historical theory and its understanding of the development of people with disabilities. To this end, a qualitative study was carried out, using multiple case studies as a research strategy. Individual semi-structured interviews were carried out with three SEA teachers in cities in the interior of Bahia, Brazil. The data was analyzed using the analysis of nuclei of meaning. The results showed that the teachers identified limiting and enhancing factors when working with children's imaginative processes, namely: teacher training, material resources, support from health professionals and institutional relations. They also identified the ways in which children express themselves imaginatively in the SEA, primarily through drawing and storytelling activities. Finally, this study has shown that promoting children's imaginative processes in SEA also means promoting their creative potential in the educational context. To this end, it is necessary for education departments to implement initiatives and behaviors that help teachers achieve this goal.