School and illustrations for a deaf child

Abstract

Meaningful and useful inputs we are offered by youth albums. The book, including images, their relation to the written text and the communicative burden they create, are elements which can help to give more input. These skills relate to communicative, cognitive, emotional and socio-relational levels. The children's book becomes an educational tool, so the importance of organizing courses which provide appropriate early contact with the book, and aim for the development of an easy relationship with him, is the last objective of this books and to let reading to be a fundamental vehicle of knowledge. The thesis is divided into 5 chapters. In the first I wanted to show the developing of the language in a deaf person and the how a deaf child grow up, the relationship with the family instead in the second chapter I wrote about the situation at school and what concern the education. I the next chapter I talk about the comprehension, the reading and what happen deeper in a deaf mind. In the fourth I show the relationship between the deaf and the book, the illustrations and the inferences. In the last one there is again the proposal to use the images, the illustrated book to help deaf child to learn the language better in easier.