GENDER FEATURES OF EMOTIONAL INTELLIGENCE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article provides a theoretical analysis and empirical study of emotional intelligence of children with special educational needs.

It is noted that the level of formation of the emotional sphere is one of the key factors for the successful socialization of children with special educational needs. The importance of how with the help of emotions and feelings the child perceives the world around him and at the same time his inner world and possesses the abilities of emotional intelligence as a guarantee of a successful future life is substantiated .

A study of gender differences in the emotional intelligence of children with special educational needs found out that the overall level of emotional intelligence is not characterized by differences between the sample groups. Indicators of low and medium levels of development are dominated among boys and girls. Indicators of interpersonal emotional intelligence show that most of the sample of boys demonstrated medium level of development, and most girls demonstrated very low level of development. The results of interpersonal emotional intelligence are at low and very low levels of development among both girls and boys.

Gender differences are present in the structural components of emotional intelligence. Thus, the ability to empathize and to manage emotional manifestations is dominated among the sample of girls. The sample of boys demonstrated the ability to understand their own emotions, the ability to use emotions in activities, to manage other people's emotions. We consider the expansion of diagnosis means and testing of correctional programs for the development of emotional intelligence of children with special educational needs to be the prospects for further research.