Corporeità e processi inclusivi nella disabilità. Sordità e linguaggi dei segni [Corporeality and Inclusive Processes in Disability. Deafness and sign languages]

Psychomotricity studies have confirmed the fundamental role of body mediation and body consciousness in space and time within the educational and reeducational perspective. The body and its relationship with movement are a dimension firmly united with psychic activity.Thereforethe binomial is created between bodily action and intelligence, between tonic function and cognitive activity, between movement and intentionality, between gestures and language. In this short essay, the effectiveness of a language acted on the body, the sign language, is underlined. Studies show that the earliness of learning a sign language, compared to the verbal language, for the deaf child becomes not an alternative language, but a communicative modality capable of conveying higher-order acquisitions and promoting the growth and construction of the personal identity.Therefore, what might seem at a superficial glance a different and alternative language to the verbal one, turns out to be an important relational mediator, which is ableto promote, thanks to theincreasein global communication skills, a greater capacity for social inclusion.