Deafness in Italy

Last updated

Out of nearly 59 million people in Italy, [1] about 3.5 million Italians have some form of hearing loss. Among them, around 70,000 people are severely deaf. The European Union for the Deaf reports that the majority of the deaf people in Italy use Italian Sign Language (LIS). LIS has been an official sign language in Italy since 2021. Italy, among other countries, ratified the Convention on the Rights of Persons with Disabilities (CRPD) and is slowly improving conditions for deaf humans in Italy. Many major organizations in Italy fight for deaf rights and spread awareness to the Italian National Agency for the protection and assistance of the Deaf (ENS, Ente Nazionale Sordimuti) and Associated Italian Families for the Defense of the Rights of Deaf and Hard of Hearing Individuals (FIADDA). Newborns in Italy also receive universal hearing screenings. Education in Italy is directed towards oralism, although sign language is also used. LIS is a stable language and is used by approximately 40,000 users in Italy. [2]

Contents

Language emergence

Deaf people in Italy use Italian Sign Language (lingua dei segni italiana, LIS). [3] Other common terms used for Italian Sign Language include lingua dei gesti (language of the gestures) and lingua dei sordi (language of the deaf). [3] LIS is influenced by and shares similarities with French Sign Language. [3] This happened because a deaf educator, Tommaso Silvestri, in 1784 brought over the French gesture system to Italy and started teaching it to children. [3]

Italian Sign Language came to be through convergence. The deaf community in Italy lacked a form of communication and thus developed LIS through influences of French Sign Language. [3] LIS can be quite different in various parts of Italy. [3] For example, the signing of "shoes" is different regionally and sometimes can be traced to a certain school. In particular, one school, "Guilio Tarra" that was famous for its oralist education, signed "shoes" in a unique way "likely as the result of speech therapy sessions held at the school". [3] LIS is best characterized as a deaf-community sign language, as mostly only deaf people in Italy know it. [3]

Significant organizations

Italian National Agency for the Deaf

The Italian National Agency for the protection and assistance of the Deaf (ENS, Ente Nazionale Sordimuti) was the result of the unification of the Federazione Italiana delle Associazioni per i Sordomuti (FIAS) and the Union Sordomuti Italiani (USI), established in 1932. They are a part of the World Federation of the Deaf and the European Union of the Deaf. ENS operates with "103 provincial Sections, 21 Regional Councils and over 50 inter-municipal representations". [4] [3]

ENS was started by Antonio Magarotto. [5] His son, Cesare Magarotto, created the World Federation of the Deaf. [6] Antonio Magarotto was born in Italy and became deaf at three years old due to meningitis. [5] He studied at the Piarist Fathers' T. Pendola Institute for the Deaf. In 1932, Magaarotto and his friends formed the Italian National Agency for the Deaf, where he served as president from 1932 to 1950. [5] During his lifetime, he devoted himself to becoming a voice for deaf students. [5] He also founded in Padua the First National Institute of Middle and Higher Education for the Deaf. [5] Magarotto also received an honorary doctorate in humanities from the Gallaudet University of Washington. [5]

The members can vote and have governance roles. ENS also plans cultural and sporting activities and events for all members. The local branches hold sign language courses. They also have training for interpreters in bigger cities as well as job-finding aid. [3] ENS is active on several social media platforms and also posts articles regarding their activity, such as "ENS at the Congress of the Italian Linguistics Society". [4]

Overall, ENS plays a big role in the deaf community by "promoting the integration of deaf people into society" as well as focusing on areas "such as legislation, education and employment." [7]

Mason Perkins Deafness Fund

This organization fights to create a positive environment for deaf and deaf-blind children in Italy by promoting LIS and deaf culture. [8] They are a non-profit organization founded in 1985 by Elena Radutzky, an American researcher who studied Italian Sign Language, with funding from Mason Perkins. MPDF creates and provides cultural events, educational material such as children's books in LIS, training, and networking events. [8] This organization directed the Dictionary of Italian Sign Language (1992) and also broadened educational opportunities for Italian deaf students through scholarships. [8]

Associated Italian Families for the Defense of the Rights of Deaf and Hard of Hearing Individuals (FIADDA)

The association was started on May 6, 1991, and changed names over the years. The parents in this association focus on oralism for their deaf children as one of their fundamental values. They highly encourage integration through oralism because "a verbal language is much more useful and functional for the deaf person". They believe that sign language is not an official language and, because of its variety in nature, should be a second choice as compared to oralism. They also provide support for families with hard-of-hearing individuals. They do so by creating seminars and courses for schools focused on how to teach rehabilitation oralism. The organization focuses on accessibility for deaf individuals in terms of having oralism resources and subtitles in media. [9]

CODA (Children of Deaf Adults) Social Promotion Association

This social promotion association was started in 2014 with the goal of "giving recognition to hearing children of deaf parents" in Italy. The international CODA organization was started in 1983 by Millie Brother, a graduate of Gallaudet University and also a hearing CODA, in America. The idea was to create a space where children could meet others with similar experiences between translating LIS and speaking. Non-Codas are also welcome to join as supporting members but cannot be voting members. [10]

The organization is involved in various activities, such as gatherings where they share experiences and the management of relationships between deaf parents and children. They promote sign language through courses and activities, along with research in collaboration with other associations and universities regarding the relationship dynamics of children of deaf adults. Over the summer, they provide camps for deaf and hard-of-hearing CODA "to promote integration and inclusion" as well as scholarships for higher education. Overall, the CODA association aims to share and explore their "bilingual-bicultural heritage". [11]

GPODHH (Global Coalition of Parents of Children who are Deaf or Hard of Hearing)

The Global Coalition of Parents of Children who are Deaf or Hard of Hearing was formed in 2008 in Como, Italy, at the NHS 2008: Beyond Newborn Hearing Screening Conference [12] by a small group of parents from the United States, Australia, and Italy. [13] They aim to improve the system and practices to encourage informed choice and the empowerment of families with deaf or hard-of-hearing children. There are several member organizations, one of them being Dai Genitori ai Genitori in Italy. [14] The association in Italy is mainly a blog page that was last updated in 2015. Other member organizations have websites that provide information to families whose children are deaf or hard of hearing in their respective countries. GPODHH provides the perspective of parents of children who are deaf or hard of hearing at a number of international forums, including the World Hearing Forum and CIICA, [15] [16] and is a member of the Advisory Committee reviewing and updating "Best Practices in Family-Centred Early Intervention for Children who are Deaf or Hard of Hearing: An International Consensus Statement". [17] [18]

Human/Civil rights

Official recognition of LIS

Italian Sign Language was officially recognized by the Italian parliament on May 19, 2021, as part of a coronavirus relief bill that recognized, promoted, and would protect LIS and LISt (Italian Tactile Sign Language). [19] This meant the official acknowledgement of LIS interpreters as professions and the spread of LIS in government offices. [19]

Convention on the Rights of Persons with Disabilities

The UN Convention on the Rights of Persons with Disabilities is an agreement between countries and the United Nations to protect the rights of persons with disabilities. [20] Italy ratified the CRPD on 15 May. Italy is also signed up for an optional protocol, meaning it will create a structure for accountability to happen. Each country has to submit a report regarding how they are implementing the rights in the CRPD policy document. The UN will create a "list of issues" with civilian input that will be sent to Italy, which Italy wil respond to in the state party report. In the document "Info from Civil Society Organizations", the authors point out gaps in the state report as well as priorities and resolutions. This document was made by several organizations that fight for disability rights, including ENS, and is part of the CRPD documents. [21]

The first and last CRPD report submitted by Italy was one 21 January 2013, and it was due on 15 June 2011. [22] Within the state report, Italy states in regard to DDH rights that they have acknowledged and promoted sign language in law 104/92, along with professional training of support teachers. However, the formal recognition of LIS is currently [ when? ] still in process (a report was submitted prior to the official recognition of LIS in 2021). [22]

World Federation of the Deaf

The World Federation of the Deaf lists on its website important CRPD articles for DHH individuals. It also lists goals that are important in order to increase human rights for deaf people. [23]

Mentions in the state report specifically regarding deaf rights include:

CRPD Articles and Goals that were not mentioned in the state report:

Points made in regard to deaf rights from "Info from Civil Society Organizations":

Milan conference

The Milan conference happened in Italy in 1880 during the Second International Congress on Education of the Deaf in Milan, where they banned the usage of sign language in schools. [25] Out of 164 delegates, only one, James Denison, principal of Kendall School in Washington, DC, was deaf. [26] [27] This created a split in the history of LIS. Prior to 1880, deaf children were educated using signs or received bilingual education, meaning they would learn both LIS and varying degrees of written and oral. After the ban on sign language in 1880, schools strictly focused on oralism. [28] This causes deaf teachers to lose their jobs and creates a decrease in deaf professionals in Italy. [28]

Italian Sign Language was able to survive despite that ban because students were signing outside of school. [3]

Early hearing detection and intervention

Detection

In a nationwide survey done in 2018, 95.3% of newborns received hearing tests. [29] The universal newborn hearing screening has been mandatory in Tuscany, Italy, since 2007. [30] Over time, other regions also adopted these guidelines. Each region uses different methodologies and has different results. [31] The guidelines have also been updated over the years. [30]

The UNHS program in Tuscany and most regions is separated into three levels:

  1. public and private birth points that can do TEOAE testing (Transient Evoked Otoacoustic Emissions). This test can be done by trained nursing personnel, neonatologists and audiometrists. [30] [31]
  2. audiology services; usually in middle and large hospitals, TEOAE and Automated Auditory Brainstem Responses (A-ABR) are performed by audiometrists, pediatricians, audiologists, and otolaryngologists. [30] [31]
  3. Regional Reference Centers that can perform whole clinical and audiological evaluations in children, including TEOAE, DPOAE (distortion product otoacoustic emissions), and ABR (Auditory Brainstem Responses). They can also do a complete diagnosis of hearing loss and activate rehabilitation for children. [30] [31]

According to the screening process designed by DASOE, all birth points must screen newborns during spontaneous sleep and before hospital discharge. Infants who pass will leave, and infants who don't will be re-examined within the first month with TEOAE. If the result is still not passing, the newborn will be sent to be tested at level 2 (audiology services), and if it is still not passing, it will be sent within the third month to level 3 (the regional reference center) for a definitive diagnosis and to start rehabilitation no later than the sixth month of life. Infants who pass but have risk factors for late-onset hearing loss will be sent to level 2 centers and reassessed every 6–12 months for the first three years. Some risk factors include family history, syndromes that are associated with hearing loss, low birth weight, and meningitis. Through surveys, it is still evident that many children are lost in between rescreenings. [32] [30] [31]

Intervention

After a child is diagnosed with hearing problems, there is not much support or protocol given. [3] Counseling services are rare, and professionals direct children towards oral education. [3] The Italian legislation encourages children to integrate into mainstream schools, but sign language is not encouraged. [3] However, there is some support available from the following organizations:

Language deprivation

Language deprivation is the lack of consistent, accessible language input in the early years of life. [34] [35] In Italy, about 1 in 1000 people are affected by hearing loss. [36] About 95% of deaf children are born into hearing families, and about 5% are born to deaf parents. [36] Hearing families often want their children to attend mainstream schools that encourage cochlear implants and integration. [37] Almost all residential and special schools for the deaf are closed except for bilingual/bimodel experimental schools. [37] Only a small number of deaf children have LIS as their first language, and only deaf children of deaf parents have been exposed to sign language since birth. Deaf children born into hearing families rarely have early access to sign language, although they may acquire it later on. [36] [38] [39]

In studies done regarding the impact of hearing aids and cochlear implants, it is evident that children who were able to be exposed to language had a significant change in language skills. [40] Behavioral problems were also known to be a cause of language deprivation, or poor language development as the lack of being able to understand and express led to interferences with emotions, social rules, and interactions. [41] 30%–50% of profoundly hearing-loss children with or without hearing aids exhibited behavioral problems. [41] Children who had access to language through cochlear implants showed similar levels of behavioral problems as their normal hearing classmates. [41]

Primary and secondary education

Families with deaf children often have to move in order for their children to attend bilingual or deaf schools. [37] There are bilingual and bimodel experimental programs that exist in Italy. Istituto Statale dei Sordi in Rome, Scuola per i'infanzia Statale in Cossato, and Istituto comprensivo Santini in Noventa Padovana are all examples of bilingual programs that are present in Italy. [37] Bilingual curriculums use both Italian and LIS. [42] LIS is also an individual class, lasting from 1 hour to a maximum of 6 hours per week. [42] In places like Palermo, Guidonia, and Cossato, LIS is a second language course for hearing students.[ citation needed ]

Deaf children who do not take part in special programs do not have automatic access to interpreters during school. [37] They may only have access to a communication assistant and teachers who aren't guaranteed to know sign language. [37] In cases where deaf children have a communication assistant/TA who is competent in LIS, the child will receive individual explanations in LIS for 20 hours a week. [42] However, the rest of the curriculum will be provided in spoken Italian. This is the case when there is only one deaf child in a class of hearing children. [42]

The government provides support through three branches: the Second Teacher, the Communication Assistant, and speech therapy. [43] The Second Teacher works like a translator within the school system, providing what the teacher is saying to the deaf student. [43] Communication Assistants work in the classroom as well as in homes and other services provided by the state. [43] They work based on contracts and often overlap with Second Teachers. Speech therapy is offered by the country to families as well. [43] [44]

In order to qualify as a support teacher, there is a required number of hours of LIS training provided by the Ministry for Public Instruction. [44] There are also projects focused on training deaf people to become communication instructors. [44] At nursery and elementary schools, the assistants working are often deaf. [44]

Higher education

According to a study done at the Institute for the Deaf of Turin, the enrollment of deaf and hard of hearing students in universities in Turin, Italy, has increased for the past 15 years. [45] The three universities of Turin (University of Turin, Polytechnic of Turin, and Albertina Academy of Fine Arts) enroll between 25 and 35 deaf and hard-of-hearing students each year. [45] They have counted a total of 81 deaf students at the University of Turin since 2000. [45] Most deaf students obtain a degree in education, and out of the 22 deaf students who graduated, ten received a bachelor's degree, four completed a master's degree, seven are currently enrolled in a master's degree, and only one obtained a second-level master's degree. [45] Overall, there are only a few students with master's degrees and no PhD candidates. [45]

In universities, interpreters are provided at some institutions to deaf signers. [3] Deaf and hard-of-hearing students are also entitled to individual lesson plans and special support, such as tutoring. [45] After enrollment in a university, the student has to apply for service at a disability office, and after an interview, an individual plan is designed and signed by the school for the student. [45] The office will have a set number of hours of tutoring and interpreting, as well as other services the student will need. [45] The students are assigned to a mentor who specializes in deaf and hard-of-hearing studies and education. [45]

Current issues with education in Italy are the dropout rate and the availability of tutorship hours. As the number of deaf students increases each year, the hours each student receives of tutorship decreases due to a reduced amount of resources for the education sector set by the national spending review policy. [45] Out of 81 deaf students enrolled, 34 have dropped out, which accounts for one-third of the total enrolled. One main issue stated in the study that results in dropout is discontinuity. [45] Deaf students lack proper guidance in programs and switch between majors, causing deaf students on average to spend more years to complete university. [45] The study also states that while the UNCRPD wants state parties to create a universally accessible environment, universities are too focused on individual special support. [45]

Employment

The government requires companies with 15–35 employees to hire at least one individual with a disability. [46] In return, employers are able to receive tax subsidies, wage contributions, and reimbursement for workplace adaptations. [46] 44% of persons with disabilities from 15 to 64 were employed, in contrast to 55.1% of the total population employed at the same age. [46]

Bar Senza Nome: Only deaf-owned and deaf-employee-worked bar in Italy. [47] It was started in 2012 by two deaf guys, Sara and Alfonso. [48] They obtain beer through a deaf brewer and offer LIS lessons in the store. [48] [47]

OneSense by Valla: Deaf-owned restaurant that opened in 2018. [49] The restaurant is also run by deaf staff and hearing cooks. The owner, Valeria Olivotti, wanted to create a restaurant where there are no barriers between deaf customers and workers. She wanted to show people that a restaurant with both deaf and hearing staff could work together in unity. [49]

Healthcare

Deaf and hard-of-hearing people often lack access to healthcare and information. [50] During the COVID-19 pandemic in Italy, the deaf community was not able to access a lot of the information provided to hearing people. [36] Usually, information is given orally or in written format. However, in Italy, LIS interpreting has only been granted for news programs. [36] During prior press releases given by the Prime Minister, the videos were subtitled but not interpreted in LIS. [35] The Deaf community and the ENS had to lobby and fight for interpreting services in LIS for the head of the government's releases. [36] Although the press releases were interpreted afterwards due to the cameraman's choice of aesthetics, they decided not to capture the interpreter and only focused on the Prime Minister. [36] The deaf community protested, and since then, TV channels have modified the interpreters windows, and all meetings of the Deputy's Chamber have been translated into LIS. [36] Thus, when the prime minister delivered a speech on the coronavirus, it was also translated into LIS by two interpreters. [36] During the lockdown in Italy, the deaf community also started using visual ICT tools to spread information to decrease the reliance on interpreting and subtitles. [36] The spread of information during the coronavirus was due to the work of the deaf community lobbying and creating resources for each other. [36]

Deaf people also have significant difficulties communicating with health professions due to a lack of access to sign language interpreters as well as a lack of training and awareness among professionals. A study done on a systematic review that involved a 2% sample in Italy shows the interventions that can happen in healthcare that will decrease the gap. [50] The most essential factor in achieving equitable care for deaf people is having a sign language interpreter present. It is not clear if Italian hospitals provide interpreters or not. Cultural sensitivity and non-judgmental care were also big factors for deaf patients. Education programs and online health interventions were also identified as ways to spread information and reach deaf people effectively. [50] In total, there were seven main interventions, as the studies point out. Based on the review, two major messages came out. The first is the importance of technology. The researchers believe technology can greatly improve communication between providers and patients. The second is that it is important to involve deaf communities as contributors in all steps of intervention design and implementation. [50]

Language preservation and revitalization

The European Union of the Deaf (EUD) reports that LIS has around 40,000 users. [2] LIS is on an EGIDS scale of 5–6a, as the language is not being sustained by formal institutions, but it is still the norm in the home and community that all children learn and use the language. [51]

The Italian government recognized LIS as an official language in 2021, and it is taught, although the government and society lean towards oralism. [19] LIS interpretation is also available in new reports, major government press releases, and videos. [36] Various LIS dictionaries exist. [52] Deaf organizations such as ENS also provide LIS videos and instructions for children and adults. [4] [36]

See also

Related Research Articles

The three models of deafness are rooted in either social or biological sciences. These are the cultural model, the social model, and themedicalmodel. The model through which the deaf person is viewed can impact how they are treated as well as their own self perception. In the cultural model, the Deaf belong to a culture in which they are neither infirm nor disabled, but rather have their own fully grammatical and natural language. In the medical model, deafness is viewed undesirable, and it is to the advantage of the individual as well as society as a whole to "cure" this condition. The social model seeks to explain difficulties experienced by deaf individuals that are due to their environment.

A child of deaf adult, often known by the acronym CODA, is a person who was raised by one or more deaf parents or legal guardians. Ninety percent of children born to deaf adults can hear normally, resulting in a significant and widespread community of CODAs around the world, although whether the child is hearing, deaf, or hard of hearing has no effect on the definition. The acronym KODA is sometimes used to refer to CODAs under the age of 18.

Italian Sign Language is the visual language used by deaf people in Italy. Deep analysis of it began in the 1980s, along the lines of William Stokoe's research on American Sign Language in the 1960s. Until the beginning of the 21st century, most studies of Italian Sign Language dealt with its phonology and vocabulary. According to the European Union for the Deaf, the majority of the 60,000–90,000 Deaf people in Italy use LIS.

<span class="mw-page-title-main">Atlanta Speech School</span> School in Atlanta, Fulton County, Georgia, United States

The Atlanta Speech School is a language and literacy school located in Atlanta, Georgia, established in 1938. The school provides educational and clinical programs. The Atlanta Speech School's Rollins Center provides professional development for teachers and educators in partner schools and preschools. The Rollins Center focuses on the eradication of illiteracy. The Rollins Center has an online presence called Cox Campus, which is an online learning environment with coursework targeted for the education of children age 0–8.

<span class="mw-page-title-main">Deaf education</span> Education of the deaf and hard of hearing

Deaf education is the education of students with any degree of hearing loss or deafness. This may involve, but does not always, individually-planned, systematically-monitored teaching methods, adaptive materials, accessible settings, and other interventions designed to help students achieve a higher level of self-sufficiency and success in the school and community than they would achieve with a typical classroom education. There are different language modalities used in educational setting where students get varied communication methods. A number of countries focus on training teachers to teach deaf students with a variety of approaches and have organizations to aid deaf students.

Language exposure for children is the act of making language readily available and accessible during the critical period for language acquisition. Deaf and hard of hearing children, when compared to their hearing peers, tend to face more hardships when it comes to ensuring that they will receive accessible language during their formative years. Therefore, deaf and hard of hearing children are more likely to have language deprivation which causes cognitive delays. Early exposure to language enables the brain to fully develop cognitive and linguistic skills as well as language fluency and comprehension later in life. Hearing parents of deaf and hard of hearing children face unique barriers when it comes to providing language exposure for their children. Yet, there is a lot of research, advice, and services available to those parents of deaf and hard of hearing children who may not know how to start in providing language.

There are about 357,000 deaf and 3,210,000 hard-of-hearing people in Canada. The country can be split into Francophone and Anglophone regions, and has both French and English as official languages. The majority of Canada is considered Anglophone, while the province of Quebec along with small parts of New Brunswick, Ontario, and Manitoba are primarily French-speaking. The presence of these two main languages and cultures also brings forth different deaf cultures between the two regions. In Francophone regions, the official language used by deaf and hard-of-hearing people is Quebec Sign Language.

In Ireland, 8% of adults are affected by deafness or severe hearing loss. In other words, 300,000 Irish require supports due to their hearing loss.

Japanese Sign Language (JSL), also known as Nihon Shuwa, is the unofficial but most predominantly used sign language used by nearly 57,000 native signers as their primary language. It is a convergent, Deaf community sign language developed in the late 19th century.

Estimates of the deaf population in Tunisia range from 40,000 to 60,000 people. These estimates indicate that deaf people make up between 0.3% to 0.5% of the population. The percent of deaf Tunisians can be much higher in isolated communities, ranging from 2% to 8%. The increase in prevalence is attributed to higher rates of intermarriage, geographic isolation, and social traditions. Tunisian Sign Language, abbreviated as TSL or LST, is the most commonly used sign language in Tunisia. As of 2008, TSL's user population is 21,000 signers.

Though official statistics are not available, the Danish Deaf Association estimates that there are currently about 5,000 deaf users of Danish Sign Language, which is equivalent to nearly 0.1% of the country's population. As many as 20,000 people are thought to use the language daily in their professional or personal life.

The history of deafness in Iceland includes the history of Icelandic Sign Language (ISL) and its status as the first language of the Deaf, the history of Icelandic Deaf education and Deaf organizations, and the status of hearing screenings in the country.


Deafness in Poland refers to the Deaf communities in Poland and education around their culture and language. Poland has a recorded history of DHH people, dating back to 1817. About 15.1% of Polish people in Poland say they have hearing loss. Polski Język Migowy is the main signed language in Poland.

The Democratic Republic of the Congo has a population of about 1.4 million deaf people out of a total population of about 86.7 million. The World Health Organization (WHO) claims that countries in Sub-Saharan Africa are one of the more greatly affected regions by hard-of-hearing complications, compared to the rest of the world. Deaf people in the DRC are subject to neglect and discrimination by their families and the government, but they are also met with small, various ways of support and charity through international, European, Australian, and American religious, non-religious, and governmental organizations.

The Canadian Association of the Deaf estimates that there are over 350,000 Deaf Canadians, but there is not an exact number since there has never been a formal census on Deaf Canadians. There are approximately 1.2 million Indigenous people and over 750 reserves in Canada. There are various intersections of deaf and Indigenous culture, including valuing community, rooting their identity in their culture and its associated group instead of their individuality, having their identities oversimplified, being underrepresented in research and data collection, and experiencing health inequities due to their identities. There is limited research on Deaf Indigenous people, but the Saskatchewan Human Rights Association argues that issues faced by Deaf people are exacerbated when that person is also Indigenous.

<span class="mw-page-title-main">Deafness in the Windward Islands</span>

The Windward Islands are a group of islands in the Caribbean Sea that include Dominica, Martinique, Barbados, Saint Lucia, Saint Vincent and the Grenadines, Trinidad and Tobago, and Grenada. A variety of cultures, beliefs, languages, and views of deafness exist on the islands.

South Korea's Deaf population began to come to prominence in recorded history in the late 19th century with the implementation of special education. Since then, they have gained government recognition and legal rights.

Nicaragua's total population is 6,000,000, but a reliable count of the number of deaf people in Nicaragua is difficult to obtain. In 2009, a law was passed in which Nicaraguan Sign Language (NSL) was named as the official language of deaf people in Nicaragua. NSL is a newer sign language that emerged less than 50 years ago when deaf children started attending school. Due to the country's lack of early childhood hearing screenings, hearing loss is often undetected and left untreated. Deaf and hard-of-hearing children often face language deprivation due to the lack of language input they experience until they enter school. There are many schools in different cities in Nicaragua; however, the majority of deaf children throughout the country are not attending school. Deaf and hard-of-hearing people also face struggles when finding employment opportunities. NSL isn't an endangered sign language, but the total number of people who use the language are under 10,000.

The Filipino Sign Language (FSL) is the official language of education for deaf Filipinos, which number around 121,000 as of 2000.

There is limited information on the extent of Deafness in Haiti, due mainly to the lack of census data. Haiti's poor infrastructure makes it almost impossible to obtain accurate information on many health related issues, not just the hearing impaired. In 2003, the number of deaf people in Haiti was estimated at 72,000, based on a survey provided by the World Health Organization.

References

  1. ↑ "Italy Population (2023) - Worldometer". www.worldometers.info. Retrieved 2023-10-12.
  2. 1 2 EUD: Italy Archived 2023-03-25 at the Wayback Machine
  3. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Geraci, Carlo (2015-09-25), Jepsen, Julie Bakken; De Clerck, Goedele; Lutalo-Kiingi, Sam; McGregor, William B. (eds.), "19 Italian Sign Language", Sign Languages of the World, De Gruyter, pp. 473–510, doi:10.1515/9781614518174-025, ISBN   978-1-61451-796-2
  4. 1 2 3 "ENS". Ente Nazionale Sordi ONLUS (in Italian). Retrieved 2022-09-25.
  5. 1 2 3 4 5 6 "Antonio Magarotto". www.isiss-magarotto.edu.it. Retrieved 2022-11-18.
  6. ↑ "Magarotto, Cesare | Gallaudet University Library Guide to Deaf Biographies and Index to Deaf Periodicals". liblists.wrlc.org. Retrieved 2022-11-18.
  7. ↑ "Deaf Organizations in Italy - Local Deaf and Disability Organizations and Schools". Gallaudet University. Retrieved 2022-10-24.
  8. 1 2 3 "Mason Perkins Deafness Fund Onlus". Mason Perkins Deafness Fund Onlus. Retrieved 2022-10-24.
  9. 1 2 3 4 5 "Accessibilità". www.fiaddatoscana.org. Retrieved 2022-10-01.
  10. ↑ "CODA International - CODA FAQs". www.coda-international.org. Retrieved 2022-10-01.
  11. ↑ "Cosa facciamo". Coda Italia - APS (in Italian). Retrieved 2022-10-01.
  12. ↑ "ECP: Event: NHS 2008: Beyond Newborn Hearing Screening: Infant and Childhood Hearing in Science and Clinical Practice". www.aucd.org. Retrieved 2023-01-30.
  13. ↑ "Global Coalition of Parents of Children who are Deaf or Hard of Hearing (GPODHH)". www.gpodhh.org. Retrieved 2022-10-01.
  14. ↑ "Member organisations | GPODHH". www.gpodhh.org. Retrieved 2023-01-30.
  15. ↑ "Promoting the World Hearing Forum". www.who.int. Retrieved 2023-01-30.
  16. ↑ "CIICA – Cochlear Implant International Community of Action" . Retrieved 2023-01-30.
  17. ↑ Moeller, Mary Pat; Carr, Gwen; Seaver, Leeanne; Stredler-Brown, Arlene; Holzinger, Daniel (2013). "Best practices in family-centered early intervention for children who are deaf or hard of hearing: an international consensus statement". Journal of Deaf Studies and Deaf Education. 18 (4): 429–445. doi:10.1093/deafed/ent034. ISSN   1465-7325. PMID   24030911.
  18. ↑ "FCEI". www.fcei.at. Retrieved 2023-01-30.
  19. 1 2 3 "Italian Sign Language recognized by Italian parliament". The Daily Moth. 27 May 2021. Retrieved 2022-09-25.
  20. ↑ "Convention on the Rights of Persons with Disabilities – Articles". United Nations Enable. Retrieved 2022-10-01.
  21. 1 2 3 4 5 Nations, United (2016-01-18). "United Nations Human Rights Treaty Bodies". United Nations Human Rights. Retrieved 2022-10-03.
  22. 1 2 3 UN (United Nations)(2013) State Party's Report CRPD/C/ITA/1. https://documents-dds-ny.un.org/doc/UNDOC/GEN/G15/044/22/PDF/G1504422.pdf?OpenElement (accessed Oct 2022)
  23. 1 2 3 4 5 6 7 "Human Rights of the Deaf". WFD. Retrieved 2022-10-03.
  24. ↑ Team, ODS. "ODS HOME PAGE" (PDF). documents-dds-ny.un.org. Retrieved 2022-10-03.
  25. ↑ Gallaudet, E. M. (1881). "The Milan Convention". American Annals of the Deaf and Dumb. 26 (1): 1–16. JSTOR   44461114.
  26. ↑ Williams, Victoria (2016-04-29). "What Happened In Milan?". terptree. Retrieved 2022-09-25.[ full citation needed ]
  27. ↑ Eyl, Jennifer (2019-06-20), "Introduction", Signs, Wonders, and Gifts, Oxford University Press, pp. 1–19, doi:10.1093/oso/9780190924652.003.0001, ISBN   978-0-19-092465-2
  28. 1 2 Branchini, Chiara (2014). "Italian Sign Language and the Italian Deaf community". On Relativization and Clefting. De Gruyter. pp. 9–14. JSTOR   j.ctvbkk3w2.8.
  29. ↑ Bubbico, L; Ferlito, S; Antonelli, G; Martini, A; Pescosolido, N (2021-09-01). "Hearing and Vision Screening Program for newborns in Italy". Annali di Igiene. 33 (5): 433–442. doi:10.7416/ai.2020.2401. ISSN   1120-9135. PMID   33300945. S2CID   228088328.
  30. 1 2 3 4 5 6 Berrettini, Stefano; Ghirri, Paolo; Lazzerini, Francesco; Lenzi, Giovanni; Forli, Francesca (2017). "Newborn hearing screening protocol in tuscany region". Italian Journal of Pediatrics. 43 (1): 82. doi: 10.1186/s13052-017-0397-1 . PMC   5607492 . PMID   28931415.
  31. 1 2 3 4 5 Ferlito, Salvatore; Maniaci, Antonino; Cocuzza, Salvatore; La Mantia, Ignazio; Di Mauro, Paola; Poli, Graziella; Maiolino, Luigi; Coco, Salvatore; Merlino, Federico; Maltese, Marina; Ragliani, Margherita; Russo, Michele; Gulino, Alessandro; Azieli, Carmen; Martines, Francesco; Galletti, Francesco; Bubbico, Luciano (2021). "Universal newborn hearing screening in the Italian Region of Sicily in 2018". Acta Otorhinolaryngologica Italica. 41 (4): 356–363. doi:10.14639/0392-100X-N1162. PMC   8448180 . PMID   34533539.
  32. ↑ Turchetta, Rosaria; Conti, Guido; Marsella, Pasquale; Orlando, Maria Patrizia; Picciotti, Pasqualina Maria; Frezza, Simonetta; Russo, Francesca Yoshie; Scorpecci, Alessandro; Cammeresi, Maria Gloria; Giannantonio, Sara; Greco, Antonio; Ralli, Massimo (2018). "Universal newborn hearing screening in the Lazio region, Italy". Italian Journal of Pediatrics. 44 (1): 104. doi: 10.1186/s13052-018-0534-5 . PMC   6108150 . PMID   30143030.
  33. 1 2 "Our families. Sign language, literacy, information and awareness for greater inclusion of deaf children – Progetto Famiglie al Centro" (in Italian). Retrieved 2022-10-02.
  34. ↑ Hall, Matthew L. (2020). "The Input Matters: Assessing Cumulative Language Access in Deaf and Hard of Hearing Individuals and Populations". Frontiers in Psychology. 11: 1407. doi: 10.3389/fpsyg.2020.01407 . ISSN   1664-1078. PMC   7319016 . PMID   32636790.
  35. 1 2 Stamp, Rose; Novogrodsky, Rama; Shaban-Rabah, Sabrin (2021). "Argument omissions by deaf students in three languages and three modalities". First Language. 41 (5): 646–670. doi:10.1177/01427237211016200. S2CID   237629122.
  36. 1 2 3 4 5 6 7 8 9 10 11 12 13 Tomasuolo, Elena; Gulli, Tiziana; Volterra, Virginia; Fontana, Sabina (2021). "The Italian Deaf Community at the Time of Coronavirus". Frontiers in Sociology. 5: 612559. doi: 10.3389/fsoc.2020.612559 . ISSN   2297-7775. PMC   8022808 . PMID   33869529.
  37. 1 2 3 4 5 6 Geraci, Carlo (2015-09-25), Jepsen, Julie Bakken; De Clerck, Goedele; Lutalo-Kiingi, Sam; McGregor, William B. (eds.), "19 Italian Sign Language", Sign Languages of the World, DE GRUYTER, pp. 473–510, doi:10.1515/9781614518174-025, ISBN   978-1-61451-796-2 , retrieved 2022-09-25
  38. ↑ Rinaldi, Pasquale; Caselli, Maria Cristina; Onofrio, Daniela; Volterra, Virginia (2014). "Language Acquisition by Bilingual Deaf Preschoolers". Bilingualism and Bilingual Deaf Education. pp. 54–73. doi:10.1093/acprof:oso/9780199371815.003.0003. ISBN   978-0-19-937181-5.
  39. ↑ Rinaldi, P., Tomasuolo, E., Resca, A., and (a cura di). (2018). La sordità infantile. Nuove prospettive d'intervento. Trento: Erikson.
  40. ↑ Marciano, E.; Laria, C.; Malesci, R.; Iadicicco, P.; Landolfi, E.; Niri, C.; Papa, C.; Franzè, A.; Auletta, G. (2013). "Newborn hearing screening in the Campania region (Italy): Early language and perceptual outcomes of infants with permanent hearing loss". Acta Otorhinolaryngologica Italica. 33 (6): 414–417. PMC   3870441 . PMID   24376298.
  41. 1 2 3 Boerrigter, Merle; Vermeulen, Anneke; Marres, Henri; Mylanus, Emmanuel; Langereis, Margreet (2019). "Frequencies of Behavioral Problems Reported by Parents and Teachers of Hearing-Impaired Children with Cochlear Implants". Frontiers in Psychology. 10: 1591. doi: 10.3389/fpsyg.2019.01591 . PMC   6646424 . PMID   31379656.
  42. 1 2 3 4 Tomasuolo, E.; Valeri, G.; Di Renzo, A.; Pasqualetti, P.; Volterra, V. (2013). "Deaf Children Attending Different School Environments: Sign Language Abilities and Theory of Mind". Journal of Deaf Studies and Deaf Education. 18: 12–29. doi: 10.1093/deafed/ens035 . hdl: 11573/1615904 . PMID   23131578.
  43. 1 2 3 4 Dover, Patrick (2019). "Education of Deaf Students in Italy" (PDF). Retrieved 2022-10-29.
  44. 1 2 3 4 Committee on the Rehabilitation and Integration of People with disabilities (2005). "The status of sign languages in Europe" . Retrieved 2022-10-29.
  45. 1 2 3 4 5 6 7 8 9 10 11 12 13 Dolza, Enrico. "The Inclusion of D/Deaf Students in the Universities of Turin, Italy: Services Provided, Individual Plans and Open Questions".{{cite journal}}: Cite journal requires |journal= (help)
  46. 1 2 3 "Italy". Disability:IN. Retrieved 2022-10-30.
  47. 1 2 Senza Nome is the Bar Owned by Four Deaf Italian Locals! , retrieved 2022-10-30
  48. 1 2 "Bar Senza Nome in Bologna: A Bar without a name but with a huge Soul". Taste Bologna. 28 January 2015. Retrieved 2022-10-30.
  49. 1 2 "Deaf-owned restaurant in Rome: OneSense by Valla". The Daily Moth. 30 June 2021. Retrieved 2022-10-30.
  50. 1 2 3 4 Morisod, Kevin; Malebranche, Mary; Marti, Joachim; Spycher, Jacques; Grazioli, Véronique S; Bodenmann, Patrick (2022-05-28). "Interventions aimed at improving healthcare and health education equity for adult d/Deaf patients: a systematic review". The European Journal of Public Health. 32 (4): 548–556. doi:10.1093/eurpub/ckac056. ISSN   1101-1262. PMC   9341675 . PMID   35640159.
  51. ↑ "Size and vitality of Italian Sign Language". Ethnologue. Retrieved 2022-11-18.
  52. ↑ Vettori, Chiara; Felice, Mauro (2008). e-LIS: Electronic Bilingual Dictionary Italian Sign Language-Italian. Institut Universitari de Lingüística Aplicada, Universitat Pompeu Fabra. pp. 791–796. ISBN   978-84-96742-67-3.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.