NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1109437
Record Type: Journal
Publication Date: 2016-Aug
Pages: 5
Abstractor: As Provided
ISSN: EISSN-1471-3802
Bringing Street Art to School: Open to Include
Santos, Graça Duarte; Varandas, Elisabete
Journal of Research in Special Educational Needs, v16 suppl 1 p285-289 Aug 2016
Inclusive Education values differences by reducing barriers to learning and promoting active participation and positive interactions between all members of school community. Nowadays, school faces numerous children/adolescents who for several reasons have developed challenging behaviours and high risk of dropping out school. They come often from socio-cultural-economic minority groups and have sometimes a repeated course of academic failure. Art has had the ability to bring together the interests of all, even of the most unsuitable. In this paper, the authors present an intervention through street art/graffiti done in a secondary school, with a ninth grade class covered by PIEF Programme. The project aimed to understand if the integration of graffiti art in educational process had impact on challenging behaviour. The study, with a qualitative methodology, shows contributions of artistic experience as an asset to educational development of students with challenging behaviours contributing to a better school and inclusion. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Speeches/Meeting Papers; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A