Cultivating the unseen garden: A neuroeducational framework for fostering creativity in children with Neurodevelopmental Disorders

The prevailing educational approach for children with neurodevelopmental disorders (NDDs) like Autism Spectrum Disorder (ASD), ADHD, and Specific Learning Disorders (SLDs) is entrenched in a deficit-based model. While vital for diagnosis, this framework prioritizes remediating weaknesses at the expense of cultivating inherent cognitive strengths, particularly creativity. This article argues that creativity is not a luxury but a fundamental neurocognitive process crucial for learning, communication, and self-regulation in neurodiverse populations. We advocate for the systematic integration of "creativity neuroeducation," a transdisciplinary approach synthesizing developmental neuroscience, educational psychology, and the arts. Through a narrative review of contemporary literature, we deconstruct the neurocognitive profiles of ASD, ADHD, and SLDs, proposing a reframing of traits like monotropism, divergent thinking, and spatial reasoning as potential catalysts for creative cognition. The proposed framework is built on core principles of strength-based assessment, harnessing neural plasticity, and multi-sensory, arts-integrated engagement. Real-world case studies illustrate its practical application and transformative potential. The discussion critically examines the necessity of moving beyond a pathological lens toward a neurodiversity-affirming model that views cognitive differences as natural variations. This paradigm shift is essential for unlocking latent potential, fostering resilience, and empowering children with NDDs to not only adapt to but also actively reshape their environments with their unique perspectives. Ultimately, this approach promises improved individual outcomes and contributes to a more innovative, inclusive, and cognitively diverse society.