[en] The changes in mentality that have taken place in recent decades have made emotional education and the treatment of diversity more important in the educational field. The evolution of the concept of emotional intelligence has awakened interest in the emotional development of people, generating a debate on the importance of emotional education. As a result of this debate, proposals for emotional education have emerged, including the model of emotional competencies. Likewise, the change from the deficit model to the inclusive school model has led to a rethinking of the treatment of diversity in schools. Despite the changes that have taken place, experts denounce the shortcomings of current educational systems in terms of emotional education and treatment of diversity, emphasizing the lack of emotional education proposals for students with specific educational support needs. The aim of this work has been to design, implement and evaluate an emotional education intervention that takes into account the treatment of diversity, in order to create a decalogue for teachers to address the aforementioned shortcomings. First of all, a theoretical treatment of the chosen topics has been carried out. Subsequently, following the model of emotional competences, an inclusive emotional education intervention has been designed, put into practice and evaluated with the aim of responding to the needs identified in the socioemotional area of a specific group of Primary Education. Finally, the whole process has been reflected upon and, based on the conclusions obtained, the principles of the decalogue have been proposed. Among the conclusions, the importance of an explicit, continuous, active and inclusive emotional education stands out.

[eu] Azken hamarkadetan egondako pentsamolde-aldaketen ondorioz hezkuntza emozionalak eta aniztasunaren trataerak garrantzia gehiago hartu dute hezkuntza arloan. Adimen emozionalaren kontzeptuaren bilakaerak pertsonon garapen emozionalarekiko interesa piztu du, hezkuntza emozionalaren garrantziaren inguruko eztabaida sortuz. Eztabaida horretatik abiatuta hezkuntza emozionaleko proposamenak jaio dira, horien artean konpetentzia emozionalen eredua. Halaber, defizitaren eredutik eskola inklusiboaren eredura pasatzeak eskoletan aniztasunaren trataera birplanteatzea ekarri du. Aldaketak egon badira ere, adituek gaur egungo hezkuntza-sistemek hezkuntza emozionalari eta aniztasunaren trataerari dagokienez gabeziak dituztela salatzen dute, berariazko hezkuntza-laguntza behar duten ikasleen kasuan hezkuntza emozionaleko proposamenen hutsunea nabarmenagoa dela azpimarratuz. Lan honen helburua gabezia horien aurrean aniztasunaren trataera kontuan hartzen duen hezkuntza emozionalerako esku-hartze bat diseinatu, praktikan jarri eta ebaluatzea izan da, ondoren irakasleentzako dekalogo bat sortzeko. Lehenik eta behin, aukeratutako gaien inguruko lanketa teorikoa egin da. Ondoren, konpetentzia emozionalen eredua jarraituz hezkuntza emozionaleko esku-hartze inklusiboa diseinatu eta praktikan jarri da, Lehen Hezkuntzako talde espezifiko batean arlo sozioemozionalarekin lotuta identifikatutako beharrei erantzuteko asmoarekin. Prozesu guzti horren gainean hausnarketa egin eta ondorioak atera dira, horien oinarrian dekalogoaren printzipioak proposatuz. Ondorioen artean nabarmentzen dira hezkuntza emozionala esplizitua, jarraitua, aktiboa eta inklusiboa izatearen garrantzia.