{"id":6124,"date":"2026-03-29T17:39:19","date_gmt":"2026-03-29T16:39:19","guid":{"rendered":"https:\/\/revistaeco.cepcordoba.es\/?p=6124"},"modified":"2026-04-14T19:28:02","modified_gmt":"2026-04-14T18:28:02","slug":"comunicacion-no-verbal-y-paraverbal-con-alumnado-con-necesidades-especificas-de-apoyo-educativo-aprendizajes-de-un-grupo-de-trabajo-docente","status":"publish","type":"post","link":"http:\/\/revistaeco.cepcordoba.es\/index.php\/2026\/03\/29\/comunicacion-no-verbal-y-paraverbal-con-alumnado-con-necesidades-especificas-de-apoyo-educativo-aprendizajes-de-un-grupo-de-trabajo-docente\/","title":{"rendered":"COMUNICACI\u00d3N NO VERBAL Y PARAVERBAL CON ALUMNADO CON NECESIDADES ESPEC\u00cdFICAS DE APOYO EDUCATIVO: APRENDIZAJES DE UN GRUPO DE TRABAJO DOCENTE"},"content":{"rendered":"<h3><strong>AUTOR<\/strong><\/h3>\n<h4><strong>Enrique Garc\u00eda Mart\u00edn<\/strong><\/h4>\n<p>IES Grupo C\u00e1ntico (C\u00f3rdoba)<\/p>\n<h4><strong>RESUMEN<\/strong><\/h4>\n<p>Las palabras no son el \u00fanico componente del mensaje. El significado tambi\u00e9n se construye con el tono de la voz, el volumen, el ritmo y las pausas. Lo mismo ocurre con la mirada, los gestos, la postura y la distancia entre personas. Los componentes no verbales de la comunicaci\u00f3n docente pueden ser especialmente relevantes para una parte del alumnado. Este trabajo pretende dar a conocer hallazgos y propuestas de un Grupo de Trabajo sobre la comunicaci\u00f3n no verbal y paraverbal con el alumnado con necesidades espec\u00edficas de apoyo educativo en un centro de Secundaria.<\/p>\n<h4><strong>ABSTRACT<\/strong><\/h4>\n<p>Words are not the only component of a message. Meaning is also shaped by tone, volume, rhythm, and pauses, as well as by gaze, gestures, posture, and interpersonal distance. The non-verbal components of teacher communication can be especially relevant for some students. This paper presents findings and proposals of a Teachers\u2019 Work Group on non-verbal and paraverbal communication with students with specific educational support needs in a secondary school.<\/p>\n<p><a href=\"http:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2026\/04\/Garmar.pdf\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-6066 size-medium\" src=\"http:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2026\/03\/portada_23_descarga-212x300.jpg\" alt=\"\" width=\"212\" height=\"300\" srcset=\"http:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2026\/03\/portada_23_descarga-212x300.jpg 212w, http:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2026\/03\/portada_23_descarga-724x1024.jpg 724w, http:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2026\/03\/portada_23_descarga-768x1086.jpg 768w, http:\/\/revistaeco.cepcordoba.es\/wp-content\/uploads\/2026\/03\/portada_23_descarga.jpg 794w\" sizes=\"auto, (max-width: 212px) 100vw, 212px\" \/><\/a><\/p>\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>AUTOR Enrique Garc\u00eda Mart\u00edn IES Grupo C\u00e1ntico (C\u00f3rdoba) RESUMEN Las palabras no son el \u00fanico componente del mensaje. El significado tambi\u00e9n se construye con el tono de la voz, el volumen, el ritmo y las pausas. Lo mismo ocurre con la mirada, los gestos, la postura y la distancia entre personas. Los componentes no verbales &hellip; <\/p>\n<p><a class=\"more-link btn\" href=\"http:\/\/revistaeco.cepcordoba.es\/index.php\/2026\/03\/29\/comunicacion-no-verbal-y-paraverbal-con-alumnado-con-necesidades-especificas-de-apoyo-educativo-aprendizajes-de-un-grupo-de-trabajo-docente\/\">Seguir leyendo<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[1101,1103],"tags":[711,62,615,1123,1122],"class_list":["post-6124","post","type-post","status-publish","format-standard","hentry","category-e-co-numero-23","category-experiencias-e-co-numero-23","tag-comunicacion-no-verbal","tag-educacion-secundaria","tag-inclusion-2","tag-neae","tag-paraverbalidad","nodate","item-wrap"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p8j08t-1AM","_links":{"self":[{"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/posts\/6124","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/comments?post=6124"}],"version-history":[{"count":22,"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/posts\/6124\/revisions"}],"predecessor-version":[{"id":6324,"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/posts\/6124\/revisions\/6324"}],"wp:attachment":[{"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/media?parent=6124"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/categories?post=6124"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/revistaeco.cepcordoba.es\/index.php\/wp-json\/wp\/v2\/tags?post=6124"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}