Assessment in special schools for the deaf in the post-World War II era: the case of the Royal Institute of Turin

Abstract

The historical archive at the Royal Institute for the Deaf in Turin, which was founded in 1838, contain registers, report cards, and journals documenting the educational activity conducted in the special school from the aftermath of World War II up to the early 1970s.
This rich body of documentation, which has received little scrutiny to date, offers insights into the methods used to assess the educational experience of deaf students in respect of the curricula and specific methodologies implemented in the education of deaf persons.
By way of example, we can cite the key importance attributed to the acquisition of spoken language for learning the content of the various school subjects, the influence of health status and personality on learning processes, or the importance of fostering the relational dimension via the ability to express feelings and give voice to emotions.