STRATEGIC INTEGRATION: EMOTIONAL INTELLIGENCE AND DECISION SCIENCE IN INCLUSIVE TEACHING

Abstract

This conceptual paper explores the evolution of inclusive education from a homogeneous to a heterogeneous perspective, examining discourses in both developed and developing countries with a focus on diversity. Scholars such as Florian, Slee, Meijer, and Allan have engaged in discussions, emphasizing the critical role of teacher competencies in the success of inclusive education. Factors like attitudes, curriculum, resources, parental involvement, and multidisciplinary orientation are identified as crucial for practicing inclusive education. Projects like 'Teacher Education for Inclusion (2009-2012)' have outlined various teacher competency models. The review centers on the Bar-On Model of Emotional Intelligence (2006) due to its widespread usage, incorporating open-source conceptual papers and research. The paper underscores the significance of emotional intelligence in supporting teachers' competencies for inclusive education. It justifies the positive link between emotional intelligence and adapted behavior, quality social relationships, professional longevity, effective coping, and leadership skills. The argument is made that cultivating emotional intelligence in teachers is essential, enhancing their abilities to meet the diverse needs of students in inclusive classrooms adeptly.