Lettura, infanzia e disabilità visiva. Un connubio possibile?

Abstract

In this article we start from the explanation of the importance, supported by studies and research, of reading in the age group of childhood to make a sounding board on how it should be made available to those children who have visual disabilities. Strategies for early educational intervention aim to promote skills in areas such as: motor skills, language and speech, working memory, reading, writing and mathematics. Can reading and the approach to the book become mediators of early educational interventions for children with visual disabilities? A challenge to which the world of Special Education and Children’s Literature are called to respond through ever new tools and strategies. The tool that will be presented in this article is the TIB (Tactile Illustrated Book) and will differ from the texts commonly, and erroneously, called “tactile”.