In recent years there has been a proliferation of initiatives designed to make accessible the audiovisual messages, through a process called audio description (AD): is a support service, composed by a set of techniques, methods and skills whose main goal is to reduce the visual deficit by making accessible any visual message with appropriate audiovisual substitute information. In recent years the pedagogical reflection considered the AD a field of study close to their research interests [1]. According to the ICF perspective [2], AD may have a facilitating role in the social and educational contexts (inclusion and social participation, learning). The paper presents a qualiquantitative research aims to evaluate the teaching capabilities of AD, both in terms of school inclusion and in terms of listening comprehension of narrative-filmic language. In nine primary classes, according to three different modalities of use, it has been proposed audiovisual film Kirikou and the Sorceress: animated feature for children written and directed in 1998 by Michel Ocelot and audio described by the CNTHI research group of the University of Salento in 2012 [3, 4]. The analysis of quali-quantitative data shows that the various methods of audiovisual enjoyment have allowed the classroom setting to live an “unusual” learning experience aimed at promoting, through the empathy and simulation, multisensory and the inclusion at school

AUDIO DESCRIPTION AND INCLUSIVE EDUCATION: A RESEARCH IN PRIMARY SCHOOL CLASSES

PINNELLI, Stefania;FIORUCCI, ANDREA
2017

Abstract

In recent years there has been a proliferation of initiatives designed to make accessible the audiovisual messages, through a process called audio description (AD): is a support service, composed by a set of techniques, methods and skills whose main goal is to reduce the visual deficit by making accessible any visual message with appropriate audiovisual substitute information. In recent years the pedagogical reflection considered the AD a field of study close to their research interests [1]. According to the ICF perspective [2], AD may have a facilitating role in the social and educational contexts (inclusion and social participation, learning). The paper presents a qualiquantitative research aims to evaluate the teaching capabilities of AD, both in terms of school inclusion and in terms of listening comprehension of narrative-filmic language. In nine primary classes, according to three different modalities of use, it has been proposed audiovisual film Kirikou and the Sorceress: animated feature for children written and directed in 1998 by Michel Ocelot and audio described by the CNTHI research group of the University of Salento in 2012 [3, 4]. The analysis of quali-quantitative data shows that the various methods of audiovisual enjoyment have allowed the classroom setting to live an “unusual” learning experience aimed at promoting, through the empathy and simulation, multisensory and the inclusion at school
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11587/413467
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