Programa de intervención en educación emocional para mejorar la relación tonico-emocional entre el docente y el estudiante con discapacidad intelectual y o motriz en el aula inclusiva.

Abstract

RTEI PROGRAM (Inclusive tonic-emotional relationship). This prevention program supports the movement of non-abandonment of the inclusive school by the inadequate tonic-emotional relationship between the teacher and the student with disability. Diversity in the classroom is one of the fundamental guidelines for the best time in the learn space. Multilevel education prepares the teacher to face the challenge of inclusion accompanied with the development of emotional education in the classroom through techniques that tend to improve the tonic-emotional relationship between teachers and students. Raise awareness and establish the construction of an efficient and modified emotional-emotional relationship with students with or without disabilities, generating spaces of relaxation and bonding to provoke meaningful learning and systemic relationships. This program of Intervention in Emotional Education PRTEI is designed to correct and execute good practices in the classroom through specific techniques of emotion management, hierarchical supports and learning processes for all. The results obtained after knowledge through workshops is to understand the diversity of students, learning styles that exist in the classroom and the best strategies to face them. The intervention program was implemented and an improvement in the tonic-emotional relationship in the inclusive classroom was identified. Intervention Models are the theoretical-practical basis of what has been learned in the subject of Guidance and tutoring are valid and have generated improvements for the benefit of students. Learning will improve if teachers take into account in their pedagogical decisions the student with their center of interest.