<< Objectives >>The essence of the project is to implement various forms of art education in special schools educating deaf youth, which will increase the access of this target group to culture and its creation. The overriding idea is to create, test and disseminate tools / methods of creative work with deaf people in the field of their artistic education and to share with institutions supporting the activity of deaf people, the results achieved within the project.<< Implementation >>The action packages are:1. creating 20 models of artistic inspiration, then testing their relevance and effectiveness in the educational practice of the deaf. The tests will consist in conducting classes using the method, then collecting feedback from students and teachers and preparing a summary report. Comments from the testing groups will be used to introduce any corrections to the developed products of the project.2. disseminating innovation in special schools and among decision-makers<< Results >>The main result is the development, implementation and dissemination of artistic inspirations in the education of deaf people from Poland, Slovakia and the Czech Republic.The problem of deafness and hearing loss in the above-mentioned countries affects about 200,000 young people, of whom about 5,000 are enrolled in special schools.The project will also result in supporting the integration of the Deaf, promoting their culture and making Deaf Art appear in public spaces.

The Deaf Language Awareness project aims to increase the language awareness of deaf people.Language awareness is one of the factors influencing the learning of languages and foreign languages. The same is ​​among deaf adults. Good knowledge of the written language supports the inclusion of deaf citizens in ​​work, cultural services, and education. As part of the project, a partnership of 4 organizations from Poland, Austria, Portugal, and Italy developed 18 e-courses in 4 speech/sign language courses, a total of 72 language courses. Topics of e-courses are related to language knowledge and language processes: 1. What is a language?2. Why do we need a language?3. Language and speech4. What is learning?5. Learning strategies6. What is language acquisition?7. What is bilingualism?8. What does the brain have to do with language?9. What are bilingualism, multilingualism, and multilingualism from a social perspective?10. Language evolution11. Language families12. Figurative language13. Language translation/interpretation14. How do languages ​​describe objects?15. How do languages ​​describe activities and states?16. How do languages ​​describe features?17. What are function words in languages?18. What is grammar?Deaf specialists have worked in the e-course production process both as interpreters and as persons performing the tests.All courses are available free of charge, without registration, on the project website: www.deaflanguage.euFor all those who would like to implement e-courses in their country, partners share e-courses source files from the Articulate Story 3 program and the original course content in English. In the second part of 2021, multiplier events took place in each partner's country. Over 300 participants attended these events (live and online): deaf adults, deaf teachers, hearing teachers of the deaf, sign language interpreters, researchers, and specialists of sign language development.

"The main objective of the project actions has been aimed at preventing early school leaving as well as future unemployment situations, especially among young people with fewer opportunities, promoting the use of new forms and learning methodologies through non-formal education, specifically focusing on the use of gamification, which consist of applying the game's techniques in diverse environments in order to improve skills, competences and knowledge.On the other hand we also wanted to promote the ""Recommendations of the European Union"" to all its members in order to validate non-formal and informal education before 2018, making them known among project partners, collaborating organizations, youth workers and young people using the diffusion channels established in the project.The use and knowledge of ICT has been another of the priority objectives since they are of high incidence among the youngest being an important element of socialization, iteration and learning, as well as imperative for the technological changes that will affect society in the next decadesYoung people have been able to work as a team through training activities, setting up their own design project for a computer APP. They have had to develop their own idea, plan their needs, temporize, readjust, prepare the presentation of their project both in written and personal format in the different phases of the project and especially in the final multiplier event. They have acquired and improved their skills for ""product development"" and entrepreneurship.All these initiatives are part of the European Union's strategy ""EUROPE 2020"" towards smart, sustainable and inclusive growth.The project has 5 partner organizations with long experience in the field of youth and education. This has ensured the quality of the actions implemented and a dissemination among all the parties we wanted to reach: professionals from the youth field, associations, clubs, informal organizations, public and municipal institutions, educational centers and companies.The main activities that have been carried out to achieve these objectives are:• Surveys on the perception of education among youth workers.• Surveys on the way of life and tastes of young people.• Project logo contest.• E-learning training course for youth workers in gamification and non-formal education.• E-learning and face-to-face training course for young people to create a mobile application that includes elements of gamification.• Development of an online Methodological Guide on non-formal education and gamification directed at youth workers in all the languages ​​of the countries involved in the project (Intellectual Product).We can affirm that the results achieved are in line with all the stated objectives, since we have managed to involve more than 25 organizations in all countries, as well as the training of 36 youth workers in the development and implementation of their own personal project. -15 projects implemented in their organizations, using gamification techniques and training 27 young people in the development of a mobile APP -7 projects, incorporating elements of gamification.The long-term benefits are numerous; from the creation of synergies between professionals and educational and youth institutions at local and European level to ensure the continuation of the project. Through the Methodological Guide and its full availability to the public on the website of the project and the organizations, the results and good practices of this project are captured and for the benefit of the entire community. On the other hand, the development of this project helps the progressive internationalization of organizations that work with young people from the participating countries, thus contributing to the dissemination of the opportunities offered by the Erasmus + program and, consequently, the European Union.In addition, regarding the participation of young people, it is worth noting the acquisition of professional and transversal skills, which undoubtedly will be beneficial and a priority for their personal and professional development, thus increasing their employability and insertion in the labor market."

"""Deaf learning"" project was implemented from September 2015 to August 2018 in partnership with 5 organization from 5 European countries: Polish Deaf Association Lodz Department (Poland), Doncaster Deaf Trust (UK), Ca'Foscari University in Venice (Italy), Kaunas Educational Centre for the Deaf and Hard-of-Hearing (Lithuania), Alpen-Adria University in Klagenfurt (Austria). The aim of the project was to develop teaching materials, which will help to improve the literacy skills of deaf adults in 5 national languages: English, Polish, Italian, Lithuanian, German. Those materials include the course programme, handbooks, and e-learning courses. The programme contains questionnaire data, research choices, hints for teaching methodologies, trial experiences, suggestions on how to handle the materials. Handbooks contain:120 lesson plans CEFR levels A1, A2, B1, B2, 30 lessons level A1, 16 texts for reading comprehension as a teachers’ guide to developing their own level-based programs. E-course contains 6 lessons level A1 on the Moodle platform for independent learning.All materials were prepared for 5 languages. Over 500 teachers of a deaf, deaf adult, parents and scholars took part in different multiplier events in 5 countries. All teaching materials are open access and available on the project website: www.pzg.lodz.pl/deaflearning. Polish language courses for the deaf based on ""Deaf learning"" project teaching materials are now conducted in Poland."

The situation of people with disabilities is high on the EU social inclusion agenda, as through the adoption and implementation of the European Commission's European Disability Strategy 2010-2020, EU promotes the active inclusion and full participation of disabled people in society, in line with the EU human rights approach to disability issues. Regarding labour market participation, it has been reported in the EC Joint Employment Report 2017 (http://ec.europa.eu/social/BlobServlet?docId=17224&langId=en), that “data (EU-SILC 2014) show high activity and employment gaps for people with disabilities” what was no exception for the main target group of the ProHear project.Thus, the main goal of the proHear project, within 26 months Strategic partnership, was to provide integrated support, tailored to the needs and specificities of people with hearing impairments, through development and validation of innovative integrated training tools and materials, in order to increase motivation and self-awareness, create incentives for acquiring new soft skills necessary for efficient job search, improve job-finding competences and employment performance and thus promote efficient integration of hearing impaired people into employment.1. Identification of the key competence gaps and specific training needs of people with hearing impairments in the partner countries, related to job finding, on-the-job performance and employability in general.2. Identification of a number of occupations (3-5) in each partner country, in which people with hearing impairments find serious difficulties effectively integrating.3. Elaboration of an innovative training methodology, tools and materials, combining the processes of counselling, training and job-seeking in a single, integrated approach, in order to enhance the employability and social inclusion of hearing impaired people.4. Transfer the project effects to other countries through the set-up of an Interactive e-Learning Platform and establishment of a network for trainers and employment counsellors of people with hearing impairments.The proHear consortium comprised 6 partners from 4 countries (Poland, Bulgaria, Lithuania, and Iceland), with diverse profiles in the field of hearing impaired people’s support and employment (i.e. universities, union of deaf people, education’s association and rehabilitation centre). Thus, the proHear partnership achieved a good balance and mutual complementarity in terms of experiences/competences possessed and allocation of tasks and responsibilities.The proHear main target group were people with hearing impairments, differentiated by their employment status (inactive/unemployed/employed) as well as relevant stakeholders, incl. actual/prospective employers and trainers/employment counsellors.As part of the project a Survey and Gap Analysis (IO1), were carried out by means of desk research and interviews with hearing impaired persons and relevant stakeholders, incl. actual/prospective employers of such individuals. Based on the above high quality, practically-oriented training workshops were conducted using curriculum and training content, as well as training guide for counsellors, elaborated within (IO2) and a special Empowerment Kit (IO4) for people with hearing impairments was created. In order to enhance the sustainability and efficiency of the training activities, a trainers’/employment counsellors’ collaborative network was established and an Interactive e-Learning Platform created (IO3), containing all the developed learning resources and making training content and experience accessible to all stakeholders for adaptation and further use. The proHear project had an overall impact on participating organisations, policymakers, social partners, single employers and, finally, people with hearing impairments, as its major objective was to narrow the existing knowledge gap, provide awareness on key concepts and opportunities and equip hearing impaired people with the needed tools to support their efforts for mitigating their own state of “vulnerability” in the labour market and improving the degree of their social inclusion. Moreover, put in place a sustainable process of empowerment, self-awareness and self-initiative among the project’s target group will continue to evolve after the project's completion by using the http://prohear-platform.eu/ and the project results will further be available at project www.prohear.eu website beyond the project end. Dissemination included mentoring approach, valorisation (pilot) workshops with practitioners and hearing impaired people as well as 12 different Local Info, Career and Labour market days with relevant stakeholders (indirect beneficiaries) in each country including international valorisation conference in PL and EU dissemination through partner networks.