Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJ IMPACT FACTOR 2016 = 4.44, www.srjis.com UGC Approved Sr. No.48612, FEB-MAR 2018, VOL- 6/26 https://doi.org/10.21922/srjhsel.v6i26.11851
SOCIAL EMOTIONAL LEARNING FOR PROMOTING INCLUSIVE EDUCATION Mrs. Pooja Assistant Professor, Khalsa College of Education, G. T. Road, Amritsar. Email id-poojacommerce1981@gmail.com. Abstract Social emotional learning (SEL) is quickly becoming a cornerstone in the world of education in present scenario and inclusion of those with special needs is becoming more important. Inclusive education provides new opportunities and challenges for creating effective and conducive learning environment. In order to facilitate the success of inclusion as an approach, it is necessary that students and their teachers develop the skills to understand eachother, communicate effectively and work togetherin more conducive environment. Social emotional learning in defined to involve programs and strategies by which individuals learn to understand intrapersonal and interpersonal feelings, communicate and resolve conflicts efficiently and effectively;respect each other and develop healthy mutual relationship.SEL skills play a crucial role for children who are differently abledor to those who are not, for their social,emotional, cognitive, physical and spiritual development. SEL has the potential to enhance children academic, social, and relational outcomes. Moreover, teachers have also demonstrated positive outcome that use approaches and strategies related to social emotional learning (SEL). The present paper is an attempt to value the significance of SEL programs in inclusive classrooms/environment so that students as well as teachers understand and express their emotions in a healthy way, promotes empathy and acceptance for others. Besides developing SELskills, inclusive education also help to enrich academic skills and Improves Academic Outcomes Keywords: Social emotional learning and Inclusive education.
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INTRODUCTION Social and emotional learning is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development (CASEL, 2003). It includes self-awareness, control of impulsivity, working cooperatively, and caring about one and others. Social and emotional learning is the process through which children and adults develop the skills, attitudes, and values necessary to acquire social and emotional competence. In Emotional Intelligence, Daniel Goleman (1995) provides much evidence for social and emotional intelligence as the complex and multifaceted ability to be effective in all the critical domains of life, including school. The social and emotional education of children may be provided Copyright Š 2017, Scholarly Research Journal for Interdisciplinary Studies