Capacidades y dificultades de las competencias emocionales y la relación con la implicación en las rutinas escolares para favorecer la Inclusión Educativa

Abstract

This research aims to identify the relationship between the emotional abilities and difficulties of girls with SEN and their involvement in school routines. The Strenghts and Difficulties Questionnaire (SDQ) was used to determine the level of emotional abilities and difficulties, and classroom recordings were used to determine the level of engagement within school routines. For the present study, two ordinary private educational institutions were selected in the city of Guayaquil, which represent 19.5% of Ecuadorian private education and which are not regularly studied (National Institution for Educational Evaluation, 2018), and three girls with SEN. The research was conducted from June to September 2019 with the support of a team of researchers from Universidad Casa Grande University and the Universidad Católica of Valencia. As a result of the relationship between the emotional stregnhts and difficulties of girls with SEN and their involvement in school routines, it became evident that the less emotional difficulties, the greater the involvement in school routines observed.