The purpose of this contribution is to highlight the need to create inclusive processes for deaf children in the pedagogical field, through the use of LIS (Italian Sign Language). Starting from the premise that deafness is a very complex concept not to be confused with the simple lack of hearing, the pedagogical and didactic issues are addressed in the perspective of the integration of the deaf child in school and social inclusion. The tool that allows the removal of communication barriers is the LIS because through this you can express any concrete and abstract concept; "does not kill the word" but constitutes a complementary linguistic modality as an educational support to speech therapy. To this purpose, an LIS workshop is presented for the deaf child’s classmates and teachers. Being the class a real social community develop in it various dynamics that allow the deaf child to actively interact with other classmates and with teachers; classmates and teachers in turn improve their language skills by learning LIS themselves and using it as a true communication tool.

THE DEAF CHILD AT SCHOOL: INTEGRATION AND INCLUSION

Domenico Tafuri
;
2022

Abstract

The purpose of this contribution is to highlight the need to create inclusive processes for deaf children in the pedagogical field, through the use of LIS (Italian Sign Language). Starting from the premise that deafness is a very complex concept not to be confused with the simple lack of hearing, the pedagogical and didactic issues are addressed in the perspective of the integration of the deaf child in school and social inclusion. The tool that allows the removal of communication barriers is the LIS because through this you can express any concrete and abstract concept; "does not kill the word" but constitutes a complementary linguistic modality as an educational support to speech therapy. To this purpose, an LIS workshop is presented for the deaf child’s classmates and teachers. Being the class a real social community develop in it various dynamics that allow the deaf child to actively interact with other classmates and with teachers; classmates and teachers in turn improve their language skills by learning LIS themselves and using it as a true communication tool.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11367/109497
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