Promoting emotional management experiences in children with visual impairments through children's literature to strengthen inclusion processes at the tierra de promisión institution, Enriqueta Solano Durán campus - phase 2

Abstract

This study investigated the influence of literature on the emotional management of girls and boys with visual disabilities from the Enriqueta Solano headquarters of the Tierra de Promisión Educational Institution in Neiva, Huila, Colombia, whose purpose was to strengthen the inclusion processes of students with disabilities from pedagogical strategies guided by children’s literature, based on a qualitative approach with mediation of case study, which made it possible to determine the emotional expressions of five (5) students with visual disabilities, that is why, the relationship between the emotional skills of the student population in relation to the challenges that literature fosters was analyzed. Teaching strategies focused on promoting emotional intelligence, self-regulation and school coexistence based on literature were implemented. The results revealed emotional challenges that negatively affect coexistence and learning. Resources based on braille and typhlological areas were designed to improve emotional management. This study focused on understanding the importance of emotional skills in the educational environment and proposed strategies to improve students’ emotional management.