This document discusses the relationship between emotional intelligence and inclusive education. It introduces the topics of inclusion, emotional intelligence, and how a teacher's emotional intelligence can help produce an emotionally intelligent inclusive classroom. Some key points made include that teacher attitudes significantly impact student inclusion, emotional intelligence components like self-efficacy and social interaction are important for inclusive classrooms, and principles of inclusive education involve cooperation, creativity, and special help for students in general classrooms. The conclusion emphasizes that addressing students' emotional and social needs through programs that promote emotional intelligence can benefit both their academic performance and citizenship.

1. EMOTIONAL INTELLIGENCE AND
INCLUSIVE EDUCATION

2. • PRESENTED BY
• MRS.S.JERSLIN,RESEARCH SCHOLAR,
• DEPARTMENT OF EUCATION,
• GANDHIGRAM RURAL INSTITUTE-DEEMED
UNIVERSITY,
• GANDHIGRAM.

3. INTRODUCTION
• Inclusion means that the child with disability is
provided a similar environment and experiences as
his/her non-disabled peers.
• Emotional Intelligence is the ability to manage one’s
own emotions and other person’s emotions.
• If a teacher is an emotionally intelligent person, she
can produce an emotionally intelligent inclusive
education individual
• The present article reflects the need of Emotional
Intelligence in the field of inclusive education.

4. EMOTIONAL INTELLIGENCE AND
INCLUSIVE EDUCATION
• It has been established that the inclusion of children
with disabilities is most efficient when teacher’s
attitude are positive towards the integration of
children who are disabled in classrooms and children’s
attitudes and behaviours are influenced by experiences
that they have at school(Florin&Cole,1994)
• Lancaster and Bain(2007) conducted a study in
which they investigated the effect of an inclusive
education course on the self-efficacy of pre service
elementary educators and also sought to establish
whether changes in self-efficacy co-varied with the
type of field –based experiences included in the course

5. INCLUSIVE CLASSROOM
• An inclusive class room needs
• · an understanding of, and commitment to,
inclusion
• · a welcoming and safe school environment
• · a strong administration team
• · a focus on teaching all children
• · involvement from families and outside
agencies

6. • Above said components include self-efficacy and social
interaction.
• These two are the main branches of emotional
intelligence. Without self efficacy a teacher cannot
prepare her/him self to teach inside a class.
• To communicate with others social interaction is a
must.
• These two are embedded in emotional intelligence,
inclusive education include emotional intelligence.

7. PRINCIPLES OF INCLUSIVE EDUCATION
• · More stress on Cooperation and remarks
• · More prizing of originality, creativity and helping
• · More cooperative and collaborative activity
• · More delivery of special help to students in
general education classrooms
• · More varied and cooperative roles for teachers,
parents, administrators, and
• community members when teaching and
evaluating student performance.

8. • Optimism plays a main role in classroom teaching. Encouragement,
praising, rewards are some of the optimistic parameters.
• A teacher can boldly use these parameters while classroom
teaching to enhance the performance of students. Optimism
comes under self-motivation component of emotional intelligence.
• One of the most important technique to teach the inclusive
students is collaborative teaching and team teaching.
• This shows the fifth component of emotional intelligence that is
social mobilization.
• Hence every nook and corner emotional intelligence is highly
collaborate with inclusive education.
•

9. CONCLUSION
• . Social-emotional learning programs are
designed to promote emotional intelligence skills;
addressing emotional and social needs of
students can promote academic performance as
citizenship.
• well as . So, leaving aside segregation and
exclusion, education system should accept
inclusion with a feeling "Children who learn
together, learn to live together”

10. THANK YOU