Valuing Nonverbal Communication In Order To Include Children With SEN In Mainstream Education

Abstract

Taking into account the fact that in the current education the emphasis is on verbal communication, while the nonverbal language occupies a secondary role, but also that the tendency to integrate children with special educational needs in mainstream education is observed, this article wants to emphasize the need to combine the two forms of communication, in order to streamline the communicative act and the understanding of the message, but also to transmit positive behaviours including to facilitate the inclusion of children with special educational needs. In this article we present our research in the field of early education whose results have shown that nonverbal elements streamline communication with students with SEN, facilitating their integration in mainstream kindergartens. The main conclusions of the research showed that the conscious, intentional use of nonverbal elements produces positive effects on didactic communication, increasing the level of attention of pre-schoolers.