An Inclusive View of the Disability of Secondary School Students

Cristina Méndez-Aguado, Rubén Trigueros, José Manuel Aguilar-Parra, Noelia Navarro-Gómez, del Pilar Díaz-López Mª, Juan M. Fernández-Campoy, Juan Gázquez-Hernández and José Carrión
Additional contact information
Cristina Méndez-Aguado: Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
Rubén Trigueros: Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
José Manuel Aguilar-Parra: Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
Noelia Navarro-Gómez: Hum-760 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
del Pilar Díaz-López Mª: Hum-498 Research Team, Health Research Centre, Department of Nursing Science, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain
Juan M. Fernández-Campoy: Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
Juan Gázquez-Hernández: Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
José Carrión: Department of Education, University of Almería, 04120 Almería, Spain

IJERPH, 2020, vol. 17, issue 23, 1-11

Abstract: Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching–learning processes carried out in the classroom is highlighted.

Keywords: emotional intelligence; psychological flexibility; prosocial behaviours; inclusive behaviours; inclusion (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
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