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Resumo
This study sets out to examine, on a theoretical level, how emotional intelligence (EQ) develops among children who are educated in inclusive classrooms, to pinpoint the core psychological and pedagogical factors that shape this process, and to propose a workable psychopedagogical model for use in inclusive settings. The research relies on systemic and activity-based approaches together with cognitive-affective developmental theories, and applies scientific-theoretical synthesis and comparative-conceptual analysis to contemporary domestic and international literature on inclusive education and emotional intelligence. The findings indicate that the successful inclusion of children cannot be measured by academic outcomes alone; emotional-intelligence competencies that support their socio-psychological adjustment need to be given priority.
Referências
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