<< Objectives >>IDEAL project aims to promote the health literacy of Deaf adults facilitating their access through innovative methodologies based on the digital tools including a web platform where learning materials and informative videos in signlanguages concerning health issues will be available to the Deaf people.The project also aims to improve the teaching skills of adult educators opening up the opportunity to work with Deaf adults through innovative and inclusive methodologies.<< Implementation >>1)Handbook for adult educators including innovative methodologies making learners active protagonists and improving their digital skills.2)Learning experience addressed to Deaf adults aimed at acquiring knowledge about health and skills/ways to access to health services and information3)awareness-raising videos produced in Sign Language on disease prevention and health protection;4)Platform hosting videos and learning materials in SL5)Awareness-raising seminars addressed to stahekeolders<< Results >>- Defining the inclusive and innovative methodologies to be used with Deaf adult;- supporting adult educators to adopt methodologies suitable for Deaf adult education, which requires specific linguistic and methodological skills;- training Deaf adults on issues of physical and mental wellbeing, disease prevention, access to health services;- raising stakeholders (health and education field) awareness of the need to make health information accessible to Deaf people using the right approaches

<< Background >>The aim of Career Paths Inclusive 2.0 (CPI 2) is to design, develop and test digital multimedia career guidance tools in sign languages. Deaf youth can plan their career paths unaided or in a supported setting (training) in their first language (sign) and are empowered and informed in their choice of future career. CPI 2 is a follow-on project to augment the existing tools and develop new complementary ones. Through CPI 2, we want to address the priorities, particularly relevant for deaf youth: Strengthening employability, inclusion and addressing digital transformation: Deaf youth - is particularly vulnerable to marginalisation, exclusion and unemployment. They experience linguistic barriers to participation in education and training systems throughout their lives (WHO 2021, p.46). The problem starts at birth - 90% of deaf children are born to hearing parents, so they lack an adult language model at home (Mitchell & Karchmer, 2004). Structural and linguistic limitations in education systems mean little or no bilingual instruction is available in schools throughout Europe. Most deaf children learn reading and writing without reference to sign language. Deaf youth often finish compulsory schooling with low literacy levels and few qualifications. Deaf students often demonstrate a lack of career planning (WHO 2021, p.46f), a lack of information about the job application process and a lack of employed deaf role models (Accessible Work 4 All 2020, Napier et. al. 2020, Hoogeveen 2015).Access to career guidance in sign language helps bridge linguistic barriers, provide access to information, enable self- study, self-determination and increased literacy levels, and enable fair and equal participation on the first labour market. CPI 2 augments the CPI toolkit, adding animated video tutorials, more careers videos, a training course for the job application process and an evaluation and guidelines of the quality of sign language in the outputs. The results are designed to provide deaf youth access to careers guidance in their first language. Self-determination is vital - bilingual content enables deaf job seekers to access digital content without the need for interpretation or communication assistance. Through the training course they gain practical experience guided by a trainer. With digital resources in sign language at their fingertips which they can refer to in their own time, replay and repeat, deaf youth can use the project outputs for self-study or in a training setting, thereby improving the transferable skills that they need to find a job. As a result, they are more attractive candidates in the first labour market. This is empowerment. Equipped with transferable skills developed through CPI 2, it is easier for deaf job seekers to work in companies interested in diversifying their workforce. Deaf youth have embraced some aspects of digitalisation, and many deaf users show more advanced digital skills and competencies than their hearing peers. Nevertheless, digitalisation relies heavily on written language, and even though the tendency is falling, 45 % of internet content is in English. Complex formulations and foreign languages constitute barriers to people with lower literacy levels, such as is (sadly) often found in deaf communities (Krausenecker 2006). This means that digital transformation needs to be carefully implemented using an inclusive approach. In the context of deaf youth, this means developing bilingual digital materials – in sign and written language – to ensure that content is accessible and easily understood by people who identify as native signers. Accessible digital transformation needs to include the accessibility of content, not just the infrastructure – digital content must include sign languages, but also supporting graphics, visual images or animation, as well as the use of plain language (easy-reading format). All of these enable full and broad access to all users across the literacy spectrum<< Objectives >>CPI 2 is a follow on project from the highly successful Career Paths Inclusive (2019 – 2021) project to design, develop and test digital multimedia career guidance tools in sign language (success indicators: unique website visitors: 46.765, users of interest profile: 800, Facebook Fans: 304, Instagram Followers: 332, YouTube views: 25,4 K/watch time 680h - 10.2021). The overall objective is to contribute to deaf youth empowerment and the realisation of articles 21 and 24 of the UN CRPD. The specific goal remains to inform and empower deaf youth, enabling them to plan their own career paths unaided or within a training setting through the provision of accessible career guidance information in their first language (sign language). We developed the Career Paths toolkit during the first project phase, which consists of an interest profile in Sign Language and numerous career orientation videos in 4 Sign Languages. The toolkit starts with CHECK YOUR PROFILE – a survey that invites users to answer 44 questions based on their interests, strengths and weaknesses. At the end of the survey, the three most appropriate areas of work appear as results. Accompanying the results are career orientation videos featuring 51 possible careers. We used plain language to facilitate a greater understanding of written accompanying texts, and there is a vocabulary section for difficult terminology. It combines picture or photo with the written word and Sign. CPI 2 augments the existing toolkit, adding additional resources and languages. We plan to develop four work packages: Output 1 consists of step-by-step explanation videos, which comprise animation and SL moderation on selected subjects such as job searches, interviews and CV/applications, and more. Output 2 consists of 40 videos in sign language about additional professions , output 3 is a training course about deepening the topics of the IO1 tutorial videos. For output 4, the partnership will develop an evaluation and guidelines on how to assess the quality of sign language in the project outputs. The tools are available in the following sign languages: Austrian, Dutch, Slovak and Italian, as well as German, Dutch, Slovak and Italian written languages. The use of plain language and focus on visual presentation means that the tools can be used by other groups such as people with intellectual disabilities or hearing youth wishing to acquire Sign Language skills and competencies. The tools can be used in integrative and vocational schools and organisations offering employment services, counselling, career guidance and support throughout Europe. There is a clear need for projects that provide bilingual tools for Deaf youth. Deaf or hard of hearing children and youth face many barriers in education, training and employment. Despite many advances in recent years, adequate bilingual education in sign language and written language is still not available in most European countries. That means in practice that many deaf children acquire only lower literacy levels, and there are currently few bilingual resources available to them. The first Career Paths Inclusive project had an exceptional resonance with the target group, which is why we would like to continue our work. The availability of career guidance tools in sign language enables deaf youth to decide for themselves, to plan and experiment in their first language, thereby facilitating greater self-confidence, self-determination, and inclusion.<< Implementation >>Activities are divided into 3 main areas. These are activities relating to project management, i.e. monitoring, reporting and quality management, those relating to the development of the 4 outputs, and finally, those relating to the dissemination, exploitation and long-term sustainability of the project outputs. Project management activities include communication and coordination, admin and financial management, maintenance of the logical framework analysis, work plan and Gantt chart, financial and narrative reporting, dissemination reporting, quality management and risk management activities.Through well-run and timely project management activities, we coordinate and harmonize activities between project partners while ensuring that the achievement of milestones and quality management are all assured, and all tasks are fulfilled in a timely way. Activities relating to the development of the outputs are as follows: Output 1 consists of 9 animated video tutorials providing careers guidance information on topics relevant for deaf youth looking for a job. Partners use a research template to ensure consistent information collection and topics are divided between partners. When the research phase is concluded, content is translated into written language and glossed for sign language translation. The animated video templates are produced by equalizent, and partners film the sign language moderation to overlay on the template. Completed videos are uploaded to the multilingual project platform. Testing throughout is undertaken by deaf youth and representatives of associated partners and other stakeholders (working and focus groups). Output 2 consists of 40 career guidance videos in 4 sign languages (160 videos) which focus on the daily tasks of a particular job, presented by a deaf role model. The careers and interview subjects are carefully chosen to augment the videos already available. The Dutch and Italian sign language version of CHECK YOUR PROFILE is filmed and added to the platform. Testing as described above. Output 3 Consists of a training course based on the topics of the tutorial videos in Output 1. A curriculum and a handbook are produced and piloted by 10 deaf youth in each country. The output is tested (as above). Output 4 is the development of an evaluation tool and guidelines on how to measure the quality of the sign language content. An information video is filmed at the MEs in each country, showcasing the outputs and the skills and achievements of the deaf youth themselves. Dissemination is undertaken using a mix of online and face-to-face approaches, project-specific channels using the existing CPI website and social media channels, as well as existing partner channels, websites, social media channels, and newsletters. We utilise existing contacts, fora and conferences to ensure the project is widely disseminated. Deaf community acceptance and use of project outputs ensures greater long-term sustainability.<< Results >>Deaf youth are empowered and informed in their choice of a future career, have access to and use bilingual digital tools and have augmented their transferable skillset. Verifiable indicators: By 2024, more than 100 deaf youth have used the tools independently. By the end of the project, 40 deaf youth have acquired transferable skills visible in their youth pass. By the end of the project, 80% of deaf youth participants express greater empowerment. 20 institutes, organisations and schools use the tools in their training programmes and career guidance.Output 1 - explanation videos: 9 animated explanation videos are available in 4 sign languages (SPJ, ÖGS, NGT, LIS), so a total of 36 videos. 20 deaf youth have tested the tutorials 20 institutes are informed about the tutorials and have tested them.Output 2 - Professions : Digital information on 40 selected careers is available in sign languages / in a multimedia format CHECK YOUR PROFILE is available in Dutch and Italian. 40 career guidance videos in SPJ, ÖGS, NGT, LIS (160 in total) 20 deaf youth have tested the tools 20 institutes are informed about the tools and have tested them . Output 3 - Training: Curriculum, blended learning training course and accompanying digital handbook on skills needed for job applications. Curriculum, training course & handbook available in English, German, Slovak, Dutch and Italian for download on the website. Training has been piloted by 40 deaf youth. 20 institutes, organisations are informed about the training and have tested it.Output 4 - Evaluation: an evaluation tool and guidelines on how to measure the quality of the sign language content. 5 evaluations (1 for each output of CPI and CPI 2.0). 1 final evaluation with guidelines to produce accessible teaching materials for deaf youth.4 MEs have taken place with at least 200 participants 80% of the user (tester) feedback is positive Effective dissemination of the project goals, activities and outputs has taken place.

<< Objectives >>Through the Financial Signs project, deaf youth have acquired valuable transferable skills, financial competences and increased financial literacy which make them more attractive to potential employers; they are more resilient, demonstrate greater self-determination and independence. The partnership (from Austria, Italy, Slovakia and Hungary) work to develop a clickable map, a video toolkit and a blended learning training package to enable deaf youth to acquire financial literacy skills.<< Implementation >>Our partnership researches good deaf-friendly and accessible practices in financial services, support and training and include them in a clickable map. We develop and film 40 animated tutorial videos in Sign Languages on financial literacy topics. We will develop a deaf-friendly blended leaning training package in an inclusive and participative team setting (LTTA) and pilot it with 40 deaf youth participants. In events and workshops, we showcase our results in all participating countries.<< Results >>Financial Signs Clickable Map: A collection of good deaf-friendly and accessible practices in financial services, support and training. Financial Signs Toolkit: 40 accessible tutorial videos in 5 Sign Languages with plain language texts on topics relating to financial literacy. Blended learning: The package includes a curriculum and handbook (methodology sheets, training materials, incorporating the clickable map and video toolkit) in English, German, Italian, Slovak and Hungarian.

"<< Background >>The context analysis conducted by partners from six European countries within the Eramus+ KA2 project ""MADE - Museum and Art education for Deaf Empowerment"" (2019-2021), concerning the existing services and activities in museums enabling deaf people to learn about art and to be more involved in cultural activities, pointed out that the services offered by museums for deaf visitors are very few and those which do exist, consist mainly of video-guides in sign language. This results in a lack of interaction between deaf visitors and museum staff. The main objective of the MADE project was to train young deaf people as museum guides or facilitators to make culture accessible to a deaf audience. This goal has been achieved, and is still being pursued, through the cooperation between partner organisations and museums participating in the project activities which are still providing the opportunity to the trained young deaf people to become museum guides in their facilities.However, although the awareness of deaf people accessibility in the cultural field has increased, as well as the number of specific projects and available services, there are still challenges to work on in order to make art and culture even more accessible to deaf visitors, as shown below:1. small number of museum workers who know sign language to such a level to be able to welcome and accompany deaf visitors at any time. Generally, access to guided tours for deaf visitors takes place with the support of professional Sign Language interpreters, which is mainly possible on request and can be booked well in advance.2. the lack of specific sign language vocabulary regarding terms in the field of art that can adequately convey the meaning and emotions of the artworks to deaf visitors, in the same way as verbal language for hearing people.The abovementioned issue is further supported by a context analysis of training needs carried out in the ART&SIGNS partnership countries which pointed out that usually museum workers do not know the characteristics of the deaf people and cannot offer their specific services; on the other hand, most of deaf people have limited interaction with museum workers because there are no services adapted to them and workers do not have a proper education/training in this regard.Furthermore, it should be noted that the Sign Languages, much more than verbal languages, are in continuous evolution on the lexical level of enrichment with neologisms. In fact, the more the Sign Language is used in different sectoral contexts, such as in the places of culture, the more it is necessary to know, use and spread the sectoral neological signs. Deaf people are historically known for the excellence of deaf artists who, for decades, were known more by their deaf community than by the hearing community. Today there is a need for their mother tongue, sign language, to be increasingly spread and to collect in one container this lexicon of specific signs derived directly from deaf artists and their many years of hidden silent experience.This approach corresponds to and makes operational the one proposed by the Madrid Declaration ""nothing about us, without us"", which draws attention to the empowerment and self-determination of communities in confirmation of their own identity. It is therefore not a question of mere consensus, but of involvement that is translated into practical terms: lexical competence is recognised for those who use language as a habit of life. Moreover, the subsequent ""European Accessibility Act"" places political emphasis on the need to design and adapt services for the maximum inclusion of persons with different functional profiles for the realisation of the fundamental rights of the UN Charter of Rights of Persons with Disabilities: first and foremost, the right to education (Art. 14).<< Objectives >>In order to address the abovementioned needs, the ART&SIGNS project pursues the following main OBJECTIVES:1.development of an educational model aimed at providing to museum workers specific training allowing them to acquire basic language and technical skills in order to be able to welcome deaf visitors by explaining the meaning of the artworks hosted in their respective museums. In addition to the linguistic aspect, the educational model will transfer knowledge about the deaf culture as an integral part of the communication processes with deaf people. Deaf adults and young people with experience in the field of art and culture will be involved in the development of the curriculum and in the delivery of the training programme. This will promote the inclusion of deaf and hearing people both at social and professional level.2.Collection of the signs/terms related to the cultural and artistic context in video-dictionaries available in app/virtual space. These signs will be discovered and documented with the support of deaf artists in the different sign languages of the involved countries and also in International Signs so to enhancing the transnational inclusion of deaf people. 3.Building of e-learning platform that will host the video-dictionaries as well as teaching and learning materials (OER) developed on the basis of the project Curriculum framework, that will be free of charge available to the museum operators and the deaf community sign language users. This will represent an enrichment of the lexicon of the national sign languages of the countries involved as well as the International Signs. This solution will include the possibility to add new signs autonomously by registered users, making an incremental development of the video-dictionaries possible both during and after the project end.The TARGET GROUPS the project wants to reach through the implementation of the activities are:- Beneficiaries: Museum workers (curators, museum educators, museum docents, front-office employees); Deaf community.- Professionals: Deaf trainers, Deaf artists, trainers sign language users, VET providers.- Stakeholders: deaf associations, museum institutions, organisations and companies dealing with accessibility of various vulnerable groups including physical disabilities, public authorities dealing with disability at different levels.<< Implementation >>•Design of a Curriculum addressed to the museum workers aimed at transferring basic and technical-professional skills on national Sign Language and International Signs, deaf culture knowledge and communication approaches to be used with deaf visitors. The preliminary activity will be a context analysis for understanding the skills gap among museum workers with reference to the interaction with deaf community. The analysis will be carried out through specific digital and technological tools (social media, videos, etc..) allowing to reach and interact more effectively with the deaf community, which is known to use such tools. The results from this analysis will represent the basis for the Curriculum Version 1. (RESULT 01 - CURRICULUM)•Training activity addressed to deaf and hearing trainers sign language users aimed at developing the learning content of the Curriculum addressed to museum workers and define a set of skills and methodologies trainers should acquire in order to teach museum workers. (LTTA).•Development and implementation of a multilingual platform for a virtual video-dictionary space including video-dictionaries collecting sectoral signs related to the art and culture filed. The platform will host the teaching and learning materials developed within the curriculum framework (RESULT 02 – E-learning platform).•Development of innovative educational materials including video-dictionaries meant as a sort of incubators that will gather signs related to the cultural and artistic context in the partner national Sign Languages and International Signs. These signs will be “discovered” with the support of deaf artists and, more generally, deaf community by using appropriate tools that take into consideration their needs (social media, videos, etc...).The partnership will also develop the learning materials based on the learning outcomes expected by the Curriculum (RESULT 3 – OER)•Training pathway addressed to 15 museum workers per country involving deaf artists supported by deaf and hearing trainers with experience in the training contents (art, culture, Sign Language, International Signs, Communication). During the training, the video-dictionaries and OER hosted in the e-learning platform will be used by the trainers and learners.•Systematisation of the signs related to art and culture in the lexicon of national Sign Languages and International Signs.•Setting up of a transnational network of deaf and hearing trainers sign language users, deaf artists and museum operators working together through a dedicated virtual space.<< Results >>MAIN OPERATIONAL RESULTS AND OUTCOMES:-context analysis in six countries for understanding the skills gap among museum workers with reference to the communication with Deaf people; production of knowledge about existing practices of awareness-raising and training addressed to museum staff related to the culture accessibility for Deaf people;-one Curriculum addressed to the museum workers aimed at transferring basic and technical-professional skills on national Sign Language and International Signs, Deaf culture knowledge and communication approaches to be used with Deaf visitors;-acquisition of skills and competence by Deaf and hearing trainers/artists on methodologies and approached to be used for teaching museum workers;-7 video-dictionaries in 6 national sign languages and International Signs, available in app/virtual space, as incubators collecting specific signs related to the cultural and artistic context in the partners national Sign Languages and International Signs; involvement of Deaf artists in the discovery of sectoral signs related to the art and culture;-development of innovative educational resources aimed at training museum workers in national SL, International Signs, sectoral artistic signs and Deaf culture.-Development and implementation of a multilingual e-learning platform for hosting virtual video-dictionary and open educational resources;-6 training courses addressed to museum workers involving Deaf artists, Deaf and hearing trainers experiences in the topic of art, culture, sign language, Deaf culture and communication strategies to be used with Deaf people;-Setting up of a transnational network of Deaf and hearing trainers sign languages users, Deaf artists and museum operators working together through a dedicated virtual space.-Involvement of museum institutions, public authorities, organizations working in the field of art and culture for systematizing project approaches, tools, and methods at operative and policy level;-Improvement of partners’ staff competence in the specific fields targeted by the project;-Setting up of a strong network among partners and between partners and project stakeholders at national level."