INCLUSIVE TEACHING APPROACH: AUTISM AND SIGN LANGUAGE

Abstract

A central problem of children with Autism Spectrum Disorders (ASD) is the inability to develop communication skills. Language development is a frequent goal of many educational programmes for autistic children. In this context, an alternative strategy that can facilitate the communicative and relational dimension is represented by the use of Sign Language (SL). The The use of LS stands as an example of good practice, highlighting how one can recover that social and playful dimension that is lost when disability, in this case Autism, is considered only as a pathology to be treated. Therefore, this paper identifies the use of Italian Sign Language (ISL) as an effective teaching approach for inclusion.