Art as a tool for developing emotional intelligence in inclusive education
DOI:
https://doi.org/10.22633/rpge.v30iesp1.20892Keywords:
Emotional intelligence, Art, Development, Inclusive education, General secondary educationAbstract
This study addresses the growing number of SEN students in mainstream schools and the need for effective EI development tools. The aim is to assess the combined creative and emotional development of SEN children through art-based methodologies and to evaluate their impact on EI. Methods included regression and correlation analyses, descriptive statistics, and systematization. Results show that the number of SEN students significantly influences the prevalence of inclusive schooling, while teacher workload and the share of out-of-school children correlate with inclusion levels. Ukrainian regions were clustered into groups with high and low inclusion rates. A negative relationship was found between enrollment in special institutions and the potential development of social and emotional competencies. Notably, higher participation in inclusive art practices was associated with increased EI, rising from 55.6 to 91.0 points.
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