Deafness in Italy

Deaf people in Italy use Italian Sign Language (, LIS). LIS is influenced by and shares similarities with French Sign Language. This happened because a deaf educator, Tommaso Silvestri, in 1784 brought over the French gesture system to Italy and started teaching it to children. 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. LIS can be quite different in various parts of Italy. 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". LIS is best characterized as a deaf-community sign language, as mostly only deaf people in Italy know it. == Significant organizations ==

Italian National Agency for the Deaf The Italian National Agency for the protection and assistance of the Deaf (ENS, ) 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". His son, Cesare Magarotto, created the World Federation of the Deaf. Antonio Magarotto was born in Italy and became deaf at three years old due to meningitis. 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. 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. 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. 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". 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 by a small group of parents from the United States, Australia, and Italy. 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. 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, 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". == 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). This meant the official acknowledgement of LIS interpreters as professions and the spread of LIS in government offices. 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. 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 still in process (a report was submitted prior to the official recognition of LIS in 2021). Mentions in the state report specifically regarding deaf rights include: • Article 21.b of the CPRD was acknowledged through Article 21 of the Constitution, which gives freedom of expression "through oral words, written texts or any other instrument". CRPD Articles and Goals that were not mentioned in the state report: • Article 2: makes it clear that sign language is equal in status to spoken language. • Make the qualifications of school staff include students with disabilities; persons with disabilities have a lower level of education compared to the general public. Out of 164 delegates, only one, James Denison, principal of Kendall School in Washington, DC, was deaf. 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. This causes deaf teachers to lose their jobs and creates a decrease in deaf professionals in Italy. Italian Sign Language was able to survive despite that ban because students were signing outside of school. == Early hearing detection and intervention ==

Detection In a nationwide survey done in 2018, 95.3% of newborns received hearing tests. The universal newborn hearing screening has been mandatory in Tuscany, Italy, since 2007. Over time, other regions also adopted these guidelines. Each region uses different methodologies and has different results. The guidelines have also been updated over the years. They have partnered with Huawei to make an app called StorySign that translates children's books into LIS. == Language deprivation ==

Language deprivation is the lack of consistent, accessible language input in the early years of life. In Italy, about 1 in 1000 people are affected by hearing loss. About 95% of deaf children are born into hearing families, and about 5% are born to deaf parents. Almost all residential and special schools for the deaf are closed except for bilingual/bimodel experimental schools. 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. 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. 30%–50% of profoundly hearing-loss children with or without hearing aids exhibited behavioral problems. Children who had access to language through cochlear implants showed similar levels of behavioral problems as their normal hearing classmates. == Primary and secondary education ==

Families with deaf children often have to move in order for their children to attend bilingual or deaf schools. LIS is also an individual class, lasting from 1 hour to a maximum of 6 hours per week. The Second Teacher works like a translator within the school system, providing what the teacher is saying to the deaf student. 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. There are also projects focused on training deaf people to become communication instructors. At nursery and elementary schools, the assistants working are often deaf. == 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. 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. They have counted a total of 81 deaf students at the University of Turin since 2000. 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. Overall, there are only a few students with master's degrees and no PhD candidates. In universities, interpreters are provided at some institutions to deaf signers. Deaf and hard-of-hearing students are also entitled to individual lesson plans and special support, such as tutoring. 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. The office will have a set number of hours of tutoring and interpreting, as well as other services the student will need. The students are assigned to a mentor who specializes in deaf and hard-of-hearing studies and education. 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. 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. Deaf students lack proper guidance in programs and switch between majors, causing deaf students on average to spend more years to complete university. 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. == Employment ==

The government requires companies with 15–35 employees to hire at least one individual with a disability. In return, employers are able to receive tax subsidies, wage contributions, and reimbursement for workplace adaptations. It was started in 2012 by two deaf guys, Sara and Alfonso. They obtain beer through a deaf brewer and offer LIS lessons in the store. 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. == Healthcare ==

Deaf and hard-of-hearing people often lack access to healthcare and information. During the COVID-19 pandemic in Italy, the deaf community was not able to access a lot of the information provided to hearing people. Usually, information is given orally or in written format. However, in Italy, LIS interpreting has only been granted for news programs. During prior press releases given by the Prime Minister, the videos were subtitled but not interpreted in LIS. The Deaf community and the ENS had to lobby and fight for interpreting services in LIS for the head of the government's releases. 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. 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. Thus, when the prime minister delivered a speech on the coronavirus, it was also translated into LIS by two interpreters. 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. The spread of information during the coronavirus was due to the work of the deaf community lobbying and creating resources for each other. 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. 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. 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. == Language preservation and revitalization ==

The European Union of the Deaf (EUD) reports that LIS has around 40,000 users. The Italian government recognized LIS as an official language in 2021, and it is taught, although the government and society lean towards oralism. Deaf organizations such as ENS also provide LIS videos and instructions for children and adults. == See also ==