In recent decades, the concepts of equality and equity have often been used in relation to individuals and groups belonging to the same social class who are disadvantaged both medically and socially. 

Note that the two concepts, while similar, are different. The first aims to offer a right, a concession, a service for all, without distinctions based on individual or collective diversity. 

Let’s take an example from a phrase in Article 3 of the Italian Constitution, which states “the law is equal for all.” Given the context, every person and all communities present itself as equal to another person/collective. The reflection is that we cannot be equal in the diversity of each person or collective. A rich person is not equal to a poor person in economic terms; the rich person can rely on renowned lawyers or groups of lawyers, while the poor person can rely on only one lawyer and will not have a wide choice of lawyer. 

The concept of fairness, on the other hand, refers to the rendering of justice, that is, the ability to take into account particularities and differences, referring to the possibility of making a decision independent of the application of an abstract norm. 

The aforementioned concept of equity introduces many other concepts. In terms of time and space, I introduce here two concepts closely related to the project itself, relating to the deaf and deaf-blind community: Inclusion and Empowerment. 

Inclusion 

Referring to the first term above, this article focuses specifically on school inclusion and refers to a teaching strategy aimed at involving and involving all students in a class, with the goal of maximizing the learning potential of the entire class, including “different” students. 

Referring to other blog posts in this project, we emphasize that, with regard to the inclusion of deaf students, it is important to emphasize communication and, consequently, the language used, taught, and discussed during lessons: sign language for the deaf and tactile sign language for the deaf-blind. 

By using the most appropriate communication method for the various subjects, we are INCLUDING them in the appropriate context, namely the school context. 

Empowerment 

The term empowerment can be applied in various fields, from politics to psychology, from economics to sociology. A general definition is provided below: empowerment, or self-empowerment, can be described as a path to gaining power, understood as control over one’s life, allowing one to make decisions to achieve one’s goals, draw on one’s resources, and fully express one’s potential. 

Applying the concepts of inclusion and empowerment to the Deaf community, a linguistic and cultural minority community, it becomes clear that strengthening the equity of individuals through inclusion (and beyond) empowers both them and the community to which they belong. 

In conclusion, I quote a paragraph from Yasiris Gomez regarding empowerment in schools: 

When we give them access to education in an environment that understands and supports their needs, we are allowing their talents and abilities to shine. We are not just teaching Deaf individuals, we are cultivating future leaders, innovators, and contributors to society. 

(Gomez, 2023) 

By Mirko Santoro (CNRS) 

Bibliography: 

Gomez Yasiris (2023/09/27) Inclusive Education: Empowering the Deaf Community. Available at: https://yasirisgomez.medium.com/inclusive-education-empowering-the-deaf-community-8064fe6d21ab  (Accessed 24 September 2025). 

Jankowski, K. A. (1997). Deaf empowerment: Emergence, struggle, and rhetoric. Gallaudet University Press. 

Mathews, E. S. (2020). Signs of equity: Access to teacher education for deaf students in the republic of ireland. Sign language studies, 21(1), 68-97. 

Peers, D. (2018). Sport and social movements by and for disability and deaf communities: Important differences in self-determination, politicisation, and activism. In The Palgrave handbook of Paralympic studies (pp. 71-97). London: Palgrave Macmillan UK. 

Smith, D. H., & Andrews, J. F. (2015). Deaf and hard of hearing faculty in higher education: Enhancing access, equity, policy, and practice. Disability & Society, 30(10), 1521-1536.