Lingue dei segni e sordità

open access | peer reviewed

Aims & Scope
Lingue dei segni e sordità (LISS) è uno spazio dialogico aperto al confronto di approcci e scuole diverse nello studio della sordità e delle sue innumerevoli implicazioni. LISS mira a diventare un punto di riferimento dell’attività di ricerca e di sperimentazione nell’ambito della linguistica acquisizionale, della linguistica delle lingue dei segni (incluse le varianti tattili), della linguistica applicata, della psicolinguistica, della sociolinguistica, dell’antropologia, della traduzione e dell’interpretazione. In questo senso, è uno spazio aperto alle diverse sollecitazioni che arrivano dagli studiosi, dai professionisti che lavorano ai vari livelli dell’inclusione sociale e dai docenti di lingua dei segni. La Collana accoglie contributi in italiano, inglese e lingue dei segni.

Permalink doi.org | e-ISSN 2724-6639 | ISSN 2975-1675 | Language en, it | ANCE E260379

Copyright This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

Latest published volume

Latest journal publication cover
  • Alfabeto manuale e abilità di lettura
  • La modalità visivo-gestuale a supporto dell’apprendimento
  • Beatrice Giuliano
  • March 29, 2024
  • The volume aims to present and evaluate some intervention programmes in which the visuo-gestural modality has been used as a communication and a reading support, in different educational and developmental contexts. Sign language appears to be a valid instrument of inclusion not only for deaf people but also for hearing children, with communication disorders. This is the case of the study we conducted in a primary school class, in which we used sign language as an inclusive means of communication for a non-verbal autistic child. Furthermore, we discuss Sillabiamo, a reading method based on fingerspelling, the manual alphabet used in sign languages. We conducted five case studies in order to verify the effectiveness of this method and to improve its features. In three of them, Sillabiamo is used as a first approach to reading; we used it with two groups of pre-school children (3;4-6;2) and a case of Down’s Syndrome associated with verbal dyspraxia (10;2). In the other two case studies, Sillabiamo is used as a support to specific reading difficulties in a case of Cornelia de Lange’s Syndrome (7;9) and a case of suspected SLD. These studies reveal promising results of the use of Sillabiamo in the contexts we analyse. Sillabiamo gives participants useful information and tools towards the objective of decoding a written text or overcoming difficulties in fluency and accuracy in reading.





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