SOCIOEMOTIONAL ASPECTS IN THE LEARNING OF STUDENTS WITH DISABILITIES: CONTRIBUTIONS OF SPECIAL EDUCATION

Abstract

This article examines how socioemotional aspects influence the learning of students with disabilities and the extent to which Special Education contributes to this development. A bibliographic review with a qualitative approach was conducted, focusing on recent literature and national regulatory frameworks that articulate whole-child education, accessibility, and learning in common classrooms. The findings indicate that recognizing emotions as part of the curriculum increases engagement, strengthens academic self-esteem, and supports self-regulation, especially when Specialized Educational Assistance (AEE) operates in an integrated way with classroom teaching. Evidence also shows that continuous teacher professional development, humanized school leadership, and formative assessment practices oriented to socioemotional growth create environments of belonging and trust conditions that positively affect cognitive performance and participation. It is concluded that investing in the socioemotional dimension, within an inclusive perspective, is strategic to guarantee the right to learn with quality and equity, requiring consistent public policies, sensitive pedagogical mediation, and a school culture grounded in an ethics of care.