Taking care of the inclusion of deaf students in the school context: some critical reflections

Abstract

Taking care of the scholastic inclusion of deaf people means welcoming and recognizing their identity-history from a human, re-educational-rehabilitative, pedagogical-didactic and relational communicative point of view, overcoming the diatribes relating to the methodological choice to be made (oral, gestural, bimodal, etc.) with the aim of adopting a multi-perspective and global communicative approach, in which the recent contribution provided by the cochlear implant should not be forgotten. The accessibility represents the sine-qua-non requirement to ensure that deaf students overcome obstacles and barriers and gain authentic rights of full participation, citizenship and belonging within the school context, overcoming objective difficulties easily found in socialization and learning processes in the classroom, especially in the case of profound deafness. The coherence of the interventions, the presence of figures also specialized in LIS and the renewal of the traditional teaching-curricular approach, combined with the support provided by technologies constitute a secure basis on which to build quality inclusion, not without critical elements.