Development of emotional intelligence of individuals with special educational needs

Abstract

The article offers scientific and theoretical (analysis of) concepts dedicated to the issue of researching the development of emotional intelligence of individuals with special educational needs. The notion of emotional intelligence has been revealed based on the analysis of concepts and models of emotional intelligence; the structure, criteria, and functions of emotional intelligence have been elucidated.

A review of current studies is offered, and it was found that despite the growing interest and increasing number of research papers, the issue we focused on remains relevant today.

An attempt has been made to analyze and generalize applied scientific research, as well as systematize models and approaches related to the issue of development of emotional intelligence of individuals with special educational needs. This analysis provides a systematic insight into the peculiarities of the formation and manifestation of a child’s emotional intelligence in interaction with other actors of the social environment and the development of personality structures.

 The main aspects of psychological and pedagogical influence on students studying in inclusive classrooms and the role of the reference groups (parents, guardians) in developing the emotional intelligence of people with special educational needs are highlighted. It has been researched on the peculiarities of construction, choice of strategy, methods, and techniques for supporting a child with special educational needs.