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The aim of this article is to describe the basic research and experiences and construct the theoretical pillars linking heritage education with special education, using heritage to work on emotions with people with different abilities, developing in them the link with patrimony and, in turn, its conservation and socialization. The methodology used to prepare the content analysis will be based on five steps; identification of key words, location of sources, reading and analysis, organization, and writing of the report. The analysis of the results has been carried out through a specific category system for research (concept of diversity, concept of heritage, objectives, results, and conclusions) and teaching experiences (concept of diversity, concept of heritage, objectives, and contents). The outcomes point to the scarcity of studies that combine heritage education, special education, and emotional education. The main conclusion is focused on the opening of a new line of research that advocates the study of heritage as a resource to work on emotions with the diversity of people with different abilities and the importance of heritage accessibility to build a more just and equal society promoting critical citizens who know how to live respecting diversity.

Heritage Education and Special Education: Working on Emotions with Differently Abled People through Heritage