Creativity and Autism: A Systematic Review of Interventions

Abstract

The objective is to analyze the impacts of educational interventions with people with autism through the systematic review of publications. The article presents a review of 22 interventions published in SCOPUS, Google Scholar, and PsycINFO between 2005 and 2023 were selected. The keywords used were autism and creativity. Interventions that present impact assessment processes were included. The study follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta‐Analyses) guidelines for conducting systematic reviews. The data are analyzed using coding and constant comparisons. The results indicate that the interventions can be considered creative projects since they generate ruptures and new forms of understanding and action. The interventions are projects that recognize the possibilities of people with autism and enable original actions, strategies and resources to enhance learning. The results provide evidence about the importance of neurodiversity and inclusive education.