Abstract

This study carried out a comparative, reflective and contextualized analysis of the results of four action-research projects dealing with pupils with diverse special educational needs. The starting question: “Can the activities of Artistic Expressions contribute to the improvement of self-esteem and to the inclusion of these pupils?”. Three of these projects implemented a structured setting of Artistic Expressions’ Activities and the 4th implemented the “classic” personalized educational support, strictly accompanying the scholar curricula. Different scholar context, different Special Education Teachers, the same orientation, identical procedures for data collection and analysis. A quasiexperimental design with a pre-test and a post-test. The results of analysis showed that the Artistic Expression had an essential role not only on the promotion of communicative, creative and socializing skills, but also on the promotion of selfesteem, self-confidence and self-concept. It was also essential for the inclusion of these children in school and in society.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0214
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada