Emotional Education and Students With Autism Spectrum Disorder (ASD) Inclusion

Abstract

This research focuses on analysing and demonstrating in a well-founded way, through the review of studies and bibliography, that emotional education can positively influence the educational inclusion of students with autism spectrum disorder (ASD). For its elaboration, the authors have carried out a theoretical review of the object of study and an analysis of the framework in which they have considered the agents involved in this process, the impact on learning, and the response given so far at institutional, professional, and legislative level, in order to propose a psychopedagogical intervention adapted to the situation studied. Likewise, there is clear evidence of the benefits of emotional education in educational inclusion if families actively participate in the teaching-learning process and believe in the potentialities of their sons and daughters with ASD. It is necessary that the educational community has a positive vision, which values the individual characteristics and diversity of the students and promotes organizational, methodological, and curricular changes that manage to develop inclusive social attitudes in all the students. The importance of inclusive education and diversity in the classroom lies in the fact that they not only affect students with SEN, but that it is a fact that concerns the whole of society. On the one hand, the term inclusion represents a new step and a reorientation of the concept of integration. And on the other hand, for it to be truly successful, it must go beyond school to reach all areas of society; otherwise, we will achieve a process based merely on academic objectives.