Introduction. The role of education, which for years has been emphasising an egalitarian approach to children’s creativity and the importance of this type of creation for the learning process, is to create conditions that allow all children to be creative in action and to fulfil themselves creatively in various areas. Adopting such a strategy makes it possible for every child to become a “creative individualist” and a “role innovator”, which in perspective can lead to building a desired model of self-efficacy in life, and thus a satisfying “being-in-the-world”. Aim. The aim of the article is to draw attention to the double “uniqueness” of children with learning difficulties – on the one hand, their developmental limitations, on the other, their creative potential, which is not refl ected in their functioning due to external inhibitors. Methods. While presenting the issue, the author explicates the notions of creativity and creation and indicating the inhibitors of creativity in children with learning difficulties, refers to the review of research (including the results of her own research conducted earlier), indicating the inhibitors of discovering, stimulating, and supporting the creative potential of children with learning difficulties. Conclusion. The conducted analyses suggest that moving away from stereotypical adult thinking about the creativity of children with learning disabilities will enable them to develop their needs for self-fulfilment and self-creation, thereby increasing their sense of learning effectiveness.