Emotional intelligence and visual dialogical strategies

Abstract

To arrive at an understanding of the capacity of a child with special educational needs, one must start from his family context. The application of visual dialogical strategies aims to provide the student with special educational needs, a series of mechanisms that allow him to achieve better learning from the perspective of the innovative teacher. For this, it is possible to establish what points can be applied from the chromaticity and the impulse of the avatars and other visual resources that allow them to understand the messages of subjects as a language that makes their motivation complicated. Among the results with hyperactive children, music with movement is pleasant to him, unlike autistic children and Aspergers, whose concern is for the shape of the character and the plot of the message to read in the texts. An explanation of bipolarity and its different expressive manifestations and changes in mood is given.