Theoretical and Research Approaches to the Drawing and Reading Performance of Children with Special Educational Needs
Theoretical and Research Approaches to the Drawing and Reading Performance of Children with Special Educational Needs

Summary/Abstract: Drawing and reading are complex cognitive processes that involve multiple steps to comprehend and communicate information. They are also important channels of reflection, communication, and learning for children with special educational needs, but they are disregarded during their regular schooling. Drawing is integral to the creative process required in developing cognitive abilities. For instance, visual art may be appreciated more if one has a psychomotor ability vital for artistic expression. Therefore, the understanding between intellectual ability and drawing or reading skills shapes future educational strategies for children with special educational needs. Educational strategies and interventions should focus on enhancing children’s instruction rather than on merely chastising them for lacking such a skill. Drawing and reading are both essential channels, through which certain experiences and concepts can unfold for specific individuals. This comprehensive communication about the self facilitates the exploration of oneself, progressing from young adulthood to old age, particularly relevant in terms of any concerns regarding the acquisition of literacy when engaging with literature. The main aim of this study is to evaluate two subscales in the Wechsler Intelligence Scale for Children (WISC) and the Goodenough-Harris Drawing Test (GHDT) in order to identify whether there are significant differences in performance between children with special educational needs in comparison to typically developing children (Wechsler, 2012). Exploring the relationship between IQ, drawing and elementary reading, where information is expressed by context, will provide data that can shape future educational strategies for children with special educational needs.

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