INTELIGENCIA EMOCIONAL EN JÓVENES CON DISCAPACIDAD INTELECTUAL DEL PROGRAMA “TODOS SOMOS CAMPUS”

José Antonio García Candel; María Luisa Belmonte Almagro; María Ángeles Gomariz Vicente

doi:10.30827/modulema.v9i.31770

Authors

José Antonio García Candel University of Murcia
María Luisa Belmonte Almagro University of Murcia
María Ángeles Gomariz Vicente University of Murcia

DOI:

https://doi.org/10.30827/modulema.v9i.31770

Keywords:

emotional intelligence, intellectual disabilities, university, training program, inclusion

Abstract

Emotional intelligence is closely related to quality of life and personal satisfaction. Thus, an education that promotes the integral development of personality and emotional skills is a determining tool for life. In this context, with a non-experimental, descriptive, survey-type study using the Emotional Intelligence Questionnaire (CIE-25), we have analysed the state of emotional intelligence in its different dimensions of 24 young people with intellectual disabilities enrolled in the training programme “Todos Somos Campus” of the University of Murcia. In this sense, the participants show an acceptable level of emotional intelligence, standing out in the dimensions of social skills and motivation. In fact, most of them show high intrinsic motivation and commitment to their goals. In relation to empathy, the results indicate that the participants present a moderate level. Most of them show the ability to understand and share other people’s emotions, as well as to express their own feelings appropriately. However, they find it difficult to ask for support when they need it. Also, as in the study by Cejudo et al. (2016), they show areas for improvement in self-awareness and self-control. In addition, difficulties are identified in estimating the time needed to complete certain tasks which, in line with the work of Díaz-Morales (2019), may lead to a tendency to postpone activities. In any case, it is necessary to further study emotional intelligence in this group given its importance for labour market integration and personal and social development.

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Author Biographies

José Antonio García Candel, University of Murcia

Graduate in Psychology from the University of Murcia, with a Master's Degree in Teacher Training for Secondary Education, Vocational Training and Language Teaching and a Master's Degree in Guidance, Counselling and Family Mediation. He works as an associate lecturer in the Department of Research Methods and Diagnosis in Education at the University of Murcia and as a therapist in ASTRADE (Association for the care of people with autism). He is also a lecturer in the inclusive training programme ‘Todos somos Campus’.

María Luisa Belmonte Almagro, University of Murcia

María Luisa Belmonte is a Pedagogue with a PhD in Research and Innovation in Early Childhood Education and Primary Education and Associate Professor in the Department of Research Methods and Diagnosis in Education, Faculty of Education at the University of Murcia.

Her current research priorities include planning, learning and evaluation of competences, play-based learning, family-school relationship and intellectual disability.

During this time she has participated in Educational Research and Innovation Projects, has written a variety of articles and has presented papers at national and international conferences. In addition, she teaches in the University Degree for people with intellectual disabilities ‘Todos Somos Campus’, and has been a mediator for several years in a ‘Shared Housing’ within the ‘School of Life’ Project of the Down Syndrome Foundation of the Region of Murcia (FUNDOWN).

María Ángeles Gomariz Vicente, University of Murcia

Degree and PhD in Pedagogy, National End of Degree Award, Senior Lecturer in the Department of Research Methods and Diagnosis in Education of the Faculty of Education at the University of Murcia. All my scientific production is related to the following lines of research:

- Education for citizenship and improvement of school coexistence (teacher training, parents' schools, etc.), education for
schools, etc.),

- Education in values in the family context (Conflict resolution, learning rules, parental involvement, educating in and from responsibility, etc.),

- The family-school relationship. Participation of the family in school matters (Working team
We Share Education).

- Ethical and moral perspective of the Information Society (the safety of minors on the Internet, digital citizenship, cyberbullying, etc.),
digital citizenship, cyberbullying, etc.)

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