Teaching Practices in Visual Arts to Support the Well-being of Elementary Students with Special Educational Needs: A Multiple-case Study in Francophone Ontario

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Published: Oct 14, 2026
DOI: https://doi.org/10.26443/crae.v52i1.2600
Keywords:
Student well-being; , Students with special educational needs, Arts Education

Main Article Content

Faten Trab
University of Ottawa
Mirela Moldoveanu
University of Ottawa

Abstract

Set within an inclusive perspective and incorporating a didactic dimension, this article aims to present teaching practices in visual arts that support the well-being of students with special educational needs. Based on Seligman’s (2011) model, to which we added the health dimension (Konu & Rimpela, 2002; Rousseau & Espinosa, 2018), this multiple case study collected data through semi-structured interviews, classroom observations, and post-observation interviews with three elementary school teachers working in a Franco-Ontarian context. The results highlight visual arts teaching practices that contribute to students’ well-being.

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How to Cite
Trab, F., & Moldoveanu, M. (2026). Teaching Practices in Visual Arts to Support the Well-being of Elementary Students with Special Educational Needs: A Multiple-case Study in Francophone Ontario. The Canadian Review of Art Education, 52(1), 26–43. https://doi.org/10.26443/crae.v52i1.2600
Issue
Vol. 52 No. 1 (2026): Reconnections: Art, Education, and Inclusive Futures
Section
Articles
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Author Biographies

Faten Trab, University of Ottawa

Faten Trabelsi is a PhD candidate in the Faculty of Education at the University of Ottawa. Her research interests encompass arts education, with a specific focus on pedagogical strategies that foster student well-being and inclusion within Francophone school settings. She is also interested in the integration of visual arts into geometry education through a multidisciplinary approach. She brings a wealth of expertise as an artist and educator to the field of visual arts, supported by a master’s degree in visual arts and dual bachelor’s degrees in visual arts and visual arts education.

Mirela Moldoveanu, University of Ottawa

Mirela Moldoveanu is a Full Professor in the Faculty of Education at the University of Ottawa. Her research focuses primarily on teacher professional development, particularly the mobilization of research-based knowledge in professional practice and the articulation of theoretical and experiential learning. Her work also examines diversity management in education from an equity and social justice perspective, as well as inclusive and differentiated pedagogical practices. Her most recent research explores the use of immersive technologies, particularly virtual reality, to support teacher education and professional development, thus situated at the intersection of pedagogical innovation, inclusion, and the transformation of educational practices.

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