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.
Top1. Introduction
Multiple studies have reported an increase in the number of people with Autism Spectrum Disorder (ASD). According to the information gathered by the Spanish Federation of Autism provided by the Centre for Disease Control and Prevention of the United States, there is a prevalence of one child diagnosed with ASD for every fifty-nine children of school age (De la Torre, 2020).
Focusing on the educational field, nowadays it is essential to attend to the individual characteristics of students with special educational needs (SEN), in this case, students with ASD (Cepa et al., 2017). For this reason, one of the pillars on which this chapter is based on is the importance of inclusive education. Similarly, to address diversity in the classroom, authors such as Sánchez & Robles (2013) advocate the development of teaching-learning processes from the early years of Early Childhood Education. They insist “around inclusive education proposals, embedded in the curriculum through intentional educational programmes, to promote inclusion and a positive classroom climate” (p. 32).
The importance of inclusive education and diversity in the classroom lies in the fact that it does not only affect learners with SEN or a particular school, but rather it is an issue for society as a whole. On the one hand, the term inclusion represents a new step and a reorientation of the concept of integration. On the other hand, in order to be truly successful, it must go beyond the school and reach all areas of society. Otherwise, we will achieve a process based merely on academic objectives.
This provides the motivation to investigate new ways that can help to bring about a real and positive educational inclusion. And this is where the development of emotional education comes into play, as it can help students with ASD to manage and identify their emotions, which will prevent disruptive behaviour in the classroom or social isolation (García Retana, 2012). This, in consequence, will promote a more positive inclusion with the world around them and the rest of their classmates. It will also benefit other classmates, teachers, the school, families and even the surrounding community. The benefits of emotional education are numerous as it can benefit everyone to know their capabilities, to be motivated, establish more harmonious social relations, develop empathy and social skills, and prevent conflicts inside and outside the classroom.
In relation to the response to this research topic, we can find different educational policies and laws aimed at ensuring that both the processes of inclusion and emotional development are carried out in an appropriate manner. This is done with the aim of offering all students the same opportunities, so that they can develop all their abilities and skills in an optimal and comprehensive manner.
Similarly, there are numerous methods and programmes that have obtained positive results in relation to the educational inclusion and emotional education of ASD students and the rest of their peers. An example of this can be the use of the TEACHH method (Treatment and Education of Autistic related Communication Handicapped Children). This is made up of various strategies that allow the development of autonomy and the level of understanding of the environment or the alternative and augmentative communication systems (SAAC) with great potential when verbal development is affected. Other relevant psychoeducational programmes and software are those focused on the knowledge and recognition of basic emotions and social skills such as Sentir y Pensar, Mind Reading, Even Better and Cara Expresiva, among others.
At the same time, we will try to establish a basis for a psycho-pedagogical intervention with the aim of favouring the inclusion process through the development of emotional education. Thus, in order to explore how emotional education can influence the educational inclusion of children with ASD, it is essential to know the evolution of the concept of ASD, its current classification and the characteristics of these students. It will also be necessary to determine the characteristics and evolution of the educational inclusion process that has been carried out in Spain over the last years.