Oralismo versus lengua de signospolíticas de inclusión educativa sobre alumnado con deficiencia auditiva en Italia y España

Laburpena

In the wake of the Warnock Report in 1978 most of the European countries started up integration processes, and later inclusive education reforms, with a certain normative development. Much of this legislation has a general approach. Among several needs and functional diversities, only removal of architectural barriers has been proposed in a differentiated manner. Recently, specific regulations have appeared for the educational and social care of people with hearing impairment. In order to analyze the latest modifications, the regulations regarding this people have been compared in two of the countries with the highest educational inclusion rates in Europe: Italy and Spain. The comparison variables selected were: the objectives; the people subject to the regulations; the claimed rights; the needs of this collective; the basic principles of action; the communication mode; and the resources. Generally, families with children with hearing loss demand the oral communication, whenever possible. Research prove, in addition, the outstanding benefits of oral language and technical support. However, the latest legislation regulates a parallel offer of oral language and sign language in the case of Spain and an almost exclusive sign language approach in the case of Italy, against research and the demands of families. The educational implications of both regulations, the contrast with the principle of equity and the social projection for full inclusion are discussed.