Ti guardo e ti ascolto: esperienze di lettura ad alta voce con bambini sordi e udenti

In according to the theoretical frameworks that enhance reading aloud in an inclusive perspective, the contribution intends to draw operational lines that synthesize field experiences documented through participant observation techniques (Corbetta, 1999). Initial reflections on the long experience of shared reading practices carried out over the years by the Scuola Audiofonetica can be summarized in eight points: 1) the relevance of rituals as an element of predictability in the actions related to reading aloud; 2) the quality of subject choices that consider children's fields of experience, with the intent to expand their prior knowledge and encyclopedia, with preference for those readings that stimulate "big questions" 3) the need to identify editorial products that take special care of illustrations and graphics; 4) the preservation of the original text for full and quality exposure to the language experience; 5) the provision of a setting that fosters visual communication and open dialogic exchange with adults and between children; 6) the enhancement of educational figures, teachers and communication assistants (hearing and deaf), who know Sign Language and can interpret the story for all through signs, expressions, body and movement; 7) the key role of the adult in supporting text comprehension through questions that involve all children, starting with those with complex communicative needs; 8) the digital potential on the production and enjoyment of accessible digital storytelling that mixes different languages and brings children closer to the pleasure to hear told stories and to see marked stories. Possible developments from the collected observations are represented by the systematization, documentation and dissemination of the Scuola Audiofonetica’s good practices on the topic of shared reading, so that the daily experience of educational realities doesn’t remain unspoken but constitutes collective value useful for promoting an inclusive culture of 0-6 and children's literature.