La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei
Presence of deaf pupils in school, starting from nursery and kindergarten, constitutes a great opportunity to reflect on the inclusion processes and to conceive and experiment pedagogical and methodological-didactic innovations that are enriching for all children, as it involves different interrela...
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| Format: | Article |
| Language: | English |
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Firenze University Press
2023-12-01
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| Series: | Studi sulla Formazione |
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| Online Access: | https://oajournals.fupress.net/index.php/sf/article/view/14723 |
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| author | Elena Mignosi |
| author_facet | Elena Mignosi |
| author_sort | Elena Mignosi |
| collection | DOAJ |
| description | Presence of deaf pupils in school, starting from nursery and kindergarten, constitutes a great opportunity to reflect on the inclusion processes and to conceive and experiment pedagogical and methodological-didactic innovations that are enriching for all children, as it involves different interrelated areas, first of all the linguistic-communicative one, essential for cognitive, emotional and relational development, and central to the teaching-learning processes. It also sheds new light on the specifics of human communication, deepening the role of body and space in the intersubjective relationship, adopting a multimodal and embodied perspective. Therefore it promotes, in parallel, new ways of mediation and conducting activities by educators and teachers , not only in pre-school contexts, but also in every eduacational level. In the article I will therefore try to show why, as far as deaf children are concerned, the pedagogical perspective cannot be separated from developmental psychology, psycholinguistics, neurosciences and the historical-cultural perspective. I will then deepen the possible methodological choices if a bilingual perspective is adopted and the achievable objectives for both deaf and hearing children. |
| format | Article |
| id | doaj-art-eb31bec366d54e94b1d6322158b22db0 |
| institution | DOAJ |
| issn | 2036-6981 |
| language | English |
| publishDate | 2023-12-01 |
| publisher | Firenze University Press |
| record_format | Article |
| series | Studi sulla Formazione |
| spelling | doaj-art-eb31bec366d54e94b1d6322158b22db02025-08-20T03:05:23ZengFirenze University PressStudi sulla Formazione2036-69812023-12-0126228329310.36253/ssf-1472313552La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-seiElena Mignosi0Università degli Studi di PalermoPresence of deaf pupils in school, starting from nursery and kindergarten, constitutes a great opportunity to reflect on the inclusion processes and to conceive and experiment pedagogical and methodological-didactic innovations that are enriching for all children, as it involves different interrelated areas, first of all the linguistic-communicative one, essential for cognitive, emotional and relational development, and central to the teaching-learning processes. It also sheds new light on the specifics of human communication, deepening the role of body and space in the intersubjective relationship, adopting a multimodal and embodied perspective. Therefore it promotes, in parallel, new ways of mediation and conducting activities by educators and teachers , not only in pre-school contexts, but also in every eduacational level. In the article I will therefore try to show why, as far as deaf children are concerned, the pedagogical perspective cannot be separated from developmental psychology, psycholinguistics, neurosciences and the historical-cultural perspective. I will then deepen the possible methodological choices if a bilingual perspective is adopted and the achievable objectives for both deaf and hearing children.https://oajournals.fupress.net/index.php/sf/article/view/14723school inclusionbilingual and embodied perspectiveitalian sign language (lis)relationship between thought and languagelinguistic-cultural mediationcommunication assistant and deaf educator |
| spellingShingle | Elena Mignosi La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei Studi sulla Formazione school inclusion bilingual and embodied perspective italian sign language (lis) relationship between thought and language linguistic-cultural mediation communication assistant and deaf educator |
| title | La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei |
| title_full | La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei |
| title_fullStr | La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei |
| title_full_unstemmed | La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei |
| title_short | La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei |
| title_sort | la lingua dei segni italiana lis nella scuola la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero sei |
| topic | school inclusion bilingual and embodied perspective italian sign language (lis) relationship between thought and language linguistic-cultural mediation communication assistant and deaf educator |
| url | https://oajournals.fupress.net/index.php/sf/article/view/14723 |
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