now at the end of the event to reiterate some important concepts, and purpose of the event ... I found an article that can give us some useful explanation ...
"There are no two people who do not understand, there are only two people who discussed"
African Proverb
"When a person talks reveals his mastery in the articulation of sounds more or less complex but also and above all, the ability to formulate thoughts and opinions about what the environment or living things in first person as being able to feel sensations, feelings and emotions.
From this easily can be derived from the belief that the word is a guarantee of thought and with his first and only expression, vocal expression is thus the same as what is expressed through words, so that a difficulty in language (relative to example, the proper articulation of words) reveals, according to this logic, a cognitive delay.
the deaf, who rely on the hands and eyes, rather than the mouth and ears, the task of transmitting messages, have always been the victim of this (among many) injury, which is already manifest in the way of education of the deaf child, the school, in fact, as revealed by a survey on the rehabilitation of the pupil's personal history deaf "does not know a whole the peculiarity of disability resulting from an auditory sensory deficit and does not involve a priori cognitive delay, (...) this leads school stakeholders to unite disability and hearing handicap precognitive and to consider the deaf child as a child inevitably behavioral disorder ".
The language is a privileged instrument of thought, but the thought without language is possible, so that, starting from the assumption that language and thought are interdependent and that the prelinguistic deaf, wrongly considered "free speech", are therefore having a cognitive impairment that limits the acquisition of the ability to reason, to conceptualize and abstract, leads to the mistaken belief that the lack of or inadequate language acquisition involves the word "deprivation of language."
Although proficiency in spoken and written language has a positive impact on the development of thought, language ability does not, by itself, no increase in cognitive capacity.
There is a necessary connection between thought and language, would not have to imagine a language without the thought that precedes it, as a phenomenon and its meaning above, over time, symbols that represent it. The thought, therefore, needs representation and, therefore, of symbols, but not necessarily the system of symbols and rules in the report consists of the verbal language.
From the moment the development of thought is not strictly related to the presence of verbal language, however, must be reiterated that it needs a "language", which is run by a dialogue and communication in deaf communication that takes the robes of body language and facial expressions, and that is expressed in the language of Italian Sign. "
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