Conference Program

The relationship between education and democracy is closely linked to the concept of inclusion and to the ability of institutions to ensure that all individuals have equal opportunities to participate in processes of personal development and learning, while maintaining high standards of educational provision.

Within this framework, the historical trajectory of the inclusion of people with sensory disabilities in the Italian education system is a significant case study, as it demonstrates the nation’s democratic progress and civic commitment. With particular reference to deaf or hard-of-hearing people, this paper aims to examine the process that led first to integration and later to inclusion within the school system. In order to do so, it will analyse both legislative developments and paradigm shifts in the pedagogical field. These will be linked to the transformation of the very concept of disability, special education, and teacher training.

Adopting a historical-educational perspective, the study anchors the Italian experience within broader European debates on inclusive education and the democratic mission of learning institutions. It is no coincidence that the history of deaf education has long been characterised by tensions between competing epistemological and pedagogical models, particularly the opposition between sign-language-based education and oralist approaches, traditionally associated with two leading figures: Charles-Michel de l’Épée and Samuel Heinicke.

In Italy, specialised institutes for deaf students historically represented the primary pathway to schooling for deaf children. However, while these institutions ensured access to education, they also reproduced segregated educational frameworks, which denied access to public schooling and the opportunity to participate in national civic life. Later, during the 20^th century, legislative awareness of social issues became increasingly crucial. The proposal of an initial approach to integrating people with sensory disabilities into the wider debate on the function of education and school was made by Giovanni Gentile. In 1923, as Minister of Education, he applied the principle of compulsory education for the first time to “the blind and the deaf-mute” as well; however, it was only following the reforms of the 1970s and the 1990s that a genuine change was brought into the school system, thereby establishing Italy as a true pioneer in the field of inclusive education. These reforms redefined schools as democratic institutions responsible for fostering participation, equity, and social and individual recognition of people with disabilities.

However, deafness gives rise to particular challenges, which intersect with linguistic, cultural, and communicative dimensions. These, in turn, challenge traditional assumptions about teaching, learning, and participation in the classroom. These issues have significant implications for democratic education, as they require educational systems capable of recognising diversity while ensuring equal access to knowledge and personalised solutions.

This study therefore sets out to explore the relationship between the Italian educational experience and the changing concepts of disability, welfare policies and education, with a view to gaining a deeper understanding of how historical trajectories have shaped contemporary meanings and how, even today, they can prove useful in the development of processes aimed at inclusion and active citizenship.