From Inclusion to Creativity Through Haptic Drawing: Unleashing the “Untouched” in Educational Contexts

Haptics, or the sense of active touch, is an underused modality in educational contexts. In this paper, we review current literature regarding the development of haptic processes and the underlying neurocognitive mechanisms. On the basis of previous research, we argue that exposure and guidance can increase the ability of individuals to employ haptic processes by recruiting areas of the visual cortex that are normally employed for visual processes, a process known as cross-modal plasticity. Cross-modal plasticity provides a plausible account for the counter-intuitive creativity displayed by blind individuals in producing drawings. We propose that further implementation of haptics in education may be used to promote creativity and inclusion, as well as facilitating other processes required for learning in educational settings. In particular, haptic drawing could be generalized as a tool for inclusive education to promote and enhance creativity at any age through cross-modal neurocognitive plasticity in students with and without visual impairment.