The SIDE project intends to develop a blended model for learning based on visual languages / arts for the acquisition of basic, transversal and professional competences by deaf young people (especially NEETs) that can support the transition from education to work. There are limited data on youth deaf people; however, it is known that they, like other persons with disabilities, struggle in today's labour market and have more probabilities to become NEETs. Statistics have shown that deaf people are likely to have poor education and they have harder time finding a job. In addition, the services they get, such as sign interpretation or vocational training, are getting cut and that creates more barriers for them. In addition to the crisis, there has been an increase in skills mismatch, creating another issue in employment. It is expected that new jobs in EU will require high-level qualifications. This will play a role in deaf people's struggle in labour market, seeing that they are more likely to be undereducated. As more jobs require higher qualification, it will become more important for deaf people to receive best education as possible in order to survive in the labour market and prevent/fight the NEET phenomenon, supporting the development of their ability related to creativity. The project idea come out because the partners, experiencing projects for facing social and working exclusion issues in the field of youth and disability at national and European level, decided to continue cooperating in the field of deaf youth training, employment and empowerment. In order to improve employment situation for youth deaf we need educational and vocational programmes which are accessible and valorize the talents of deaf people. The choose of visual languages / arts as field for learning come from the specific talents that deaf people have in nonverbal creativity and from the importance of sight in their perception of the reality. This approach can support also creative discovery and problem based learning using a multiple communication approach. The project will be carried out in 5 countries: Austria, Italy, Cyprus, Poland and Slovakia. The project focuses on elaborating and experimenting a model for blended learning addressed to deaf youth, including “real” non formal training activities (outdoor training, coaching, Impro-theatre) and “virtual” training activities based on professional didactic modules developed through videos and sign language in a virtual learning environment. Through non formal learning methods, the model will provide the acquisition of high relevant key and transversal competences for empowerment and social inclusion; through virtual learning they will acquire specific professional competences to valorize their attitudes and to have more opportunities for accessing to job opportunities In fact, in order to create an open learning environment for innovative education, the project promotes the integration of ICT, formal and non-formal learning as means for social and working inclusion of deaf. ICTs are increasingly being used in the community in general to make available information and learning to a larger target group outside of the formal educationa and VET; non-formal education is open to ICT innovation because it is characterised by a high degree of flexibility and openness to change and innovation in its organisation, pedagogy and delivery modes; nonformal education caters to diverse and context-specific learning needs of young people (especially the ones with special needs). The main project activities will be: a) realization of a survey among 60 deaf youth aged 16 to 30 to develop a better understanding of the motivations and barriers they find in accessing to training and job, so to analyse them with the support of the main project stakeholders and highlight the main competences to be developed in the blended learning model; b) realization of a preliminary training for 12 youth trainers / workers (both deaf and hearing), aimed at creating a tutor for deaf youth training and guidance to job opportunities according to an approach based on blended learning; c) realisation and piloting of the SIDE model with 120 deaf youth, according to the abomentioned approach and methodology.
In Europe, about 900.000 people are deaf or hard of hearing and struggle with negative preconceptions of the hearing society. Consequently, they encounter a variety of barriers during their formal education and especially during the transition from education to work. To face this social and workforce exclusion, a multidisciplinary partnership consisting of pedagogical and education experts, youth and Deaf youth associations as well as a higher education institution assembled to develop Supporting Innovative models for Deaf youth Empowerment (SIDE). Together, these six partner organisations from four EU countries reached the following achievements, while including hearing and deaf persons in their team: 1) A research study that combined desk research about the situation of Deaf youth in the partner countries (AT, CY, IT, SK) with interviews with the direct target audience to ensure a real life insight in their daily life including barriers, potential skill gaps and preferred ways of learning. As relevant data on Deaf youth is available, this study may serve as base for future initiatives for the same target group, in the partner countries and even beyond. The full study is available in English, executive summaries have been developed in ENG, GER, ITA, GRE, SVK. Furthermore, video reports in national sign languages have been published. 2) A training for empowerment curriculum that is transversal and supporting of the needs and demands of the Deaf youth community. While being specific in general pedagogical approach, objectives and learning outcomes, the curriculum allows trainers to set an individual focus that caters the needs of their target group. This is especially relevant, since Deaf communities differ from country to country, and a training should always be oriented on the competences and the resources of the participants. Concise guidelines for trainers support this approach even further. The curriculum and the guidelines are available in ENG, GER, ITA, GRE, SVK, and could be easily transferred to other settings and other special needs target groups. 3) A SIDE blended learning model that combines training activities in face-to-face settings with online activities for self-study. The SIDE Model consists of a comprehensive handbook for trainers compiling four modules: M1: Development of teamwork, self-confidence and personal skills through visual languages and arts. M2: How to identify possible employment. M3: How to prepare your applications. M4: How to prepare and conduct a job interview. All modules cater to the creative potential of Deaf learners and enhance their key competences by working with visual languages and arts. The handbooks are available in ENG, GER, ITA, GRE, SVK. 4) Complementary to the SIDE blended learning approach, the SIDE e-learning platform was established on Moodle, featuring all online activities in all partner languages and in English. The access is open and free. Anyone who is interested may access the Moodle platform via the SIDE website and request a log-in key free of charge. 5) To test the SIDE blended learning model and the curriculum, a training activity (LTTA) was implemented with hearing and deaf trainers from the partner organisations. These trainers later implemented national pilot trainings with Deaf youth. The LTTA and the pilot phases were evaluated in terms of their relevance, applicability and sustainability and one evaluation report has been developed for each. 6) After all outputs and pilot phases have been finished, national workshops were implemented to further multiply the SIDE impact among relevant stakeholders and beneficiaries. 7) Due to extensive dissemination efforts of all partners, the SIDE project involved 420 participants with fewer opportunities actively in the project, reached 2006 Deaf Youth education and training providers and trainers, 7238 stakeholders, 8091 persons in Deaf communities and 60937 others during the project’s lifetime (overall: 78692). 8) The inclusive and empowering approach of the SIDE project will live on as all partners will continue to offer the SIDE training in their organisations and will implement one annual workshop for trainers to exploit the SIDE outputs and their impact further. The flexibility of the outputs allows also a transfer of the learning contents for other special needs groups and NEETs. 9) All project activities have been monitored and continuously evaluated by the project coordinator and all partners contributed with regular reports on progress, quality, dissemination, and financial status. A steering committee facilitated the constant exchange additionally and three transnational partner meetings guaranteed clear communication among partners and distribution of tasks and responsibilities. 10) The following SIDE project’s communication channels will be maintained: > www.side-project.eu (SIDE online platform is available here) > www.facebook.com/SIDEproject2017 > www.youtube.com/channel