Abstract. Recognition and enhancement of emotional and social development of children and students is part of the teachers’ tasks. The paper outlines the results of the development of a scale for discrimination of the reactions of typically developing children and students, children and students with special educational needs (SEN), chronic illnesses, at risk and gifted by in-service kindergarten and primary teachers in mainstream se ng. The responses of 103 teachers who work in groups and classes covering all five categories of children and students indicated that they distinguished between the specific positive and negative reactions, highlighting emotional and social development. The 245 items used demonstrated how children and students were categorised and formed 10 subscales of desired and undesired behaviours. Positive reactions of gifted children were rated highest, followed by typically developing children. The positive reactions of children and students with SEN and at-risk had the lowest scores, where their negative reactions further had the highest scores. The scale can be used as a screening tool as well for identification and prevention not only of externalized behaviors, but also for deepening teachers’ skills in recognizing and taking ac on on referral, teamwork, and interactions aimed at overall personal development, of which emotional and social competencies are an essential part.

 
Key words: еmotional competences, social competences, inclusive education

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