The United Nations Educational and Cultural Organization, believes that one of the main axes of orientation is emotional intelligence since individual skill will depend on it; taking into account, that education is the process of formation closely related to the affectivity related to emotions. Although some authors agree in several articles, this way of discussing emotion-related abilities must have generated, in each individual, there must be that general form of knowledge and skills that make this unfold in society interacting with emotional intelligence and affective expressing concepts about the subject. One of the problems, that Emotional Inelegancy, raises is that it compares with emotional competence the ignorance of this theory has produced a great interest in the educational environment as a way of improving educational quality and socio-emotional development, several publications allege positive changes within the classroom that started. As something, empirical ended with a construct developing the theories and instruments developed by providing development in the educational community and the classroom.
Inclusive education is understood as being with each other, how to face adversity, how to face differences. A set of principles that ensure that the student with a disability is seen as a valuable and necessary member in all aspects of the school community. A movement towards expanding the possibilities of “ordinary” schools so that they can include a greater diversity of students. Schools that offer a curriculum to students through organizational planning different from those of schools that exclude some students from their regular classes. Not even briefly, it is convenient to refer to the reasons that support the movement towards an inclusive school. They are certainly several and of a different nature; on the one hand, from a psycho-pedagogical point of view, there is a conception of development of social origin; the decisive importance of interaction for learning is recognized; The responsibility of adults in determining the nature of the experiences offered to students (relationship with materials and classmates) is decisive, which is why a decisive role is attributed to the school as a development context.
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