Sign Language for Changemaking

"<< Background >>The UN Convention on the Rights of Persons with Disabilities emphasized the importance of sign language, yet McClain-Nhlapo (2017) found that only 2% of deaf children globally receive education in formal sign language. This lack of access leads to lower academic performance, confidence, and self-esteem (NCSE, 2011). Limited use of sign language in schools and a lack of education about deaf culture contribute to these issues, leaving deaf children behind both academics and personal development.The ""Sign for Change"" project aimed to boost the self-confidence and skills of deaf children, helping them become active, productive and participative members of society. The project used the Social Innovation Education (SIE) model, developed in the Horizon 2020 NEMESIS project (https://nemesis-edu.eu/), to create an innovative training package for teachers and students with hearing problems. << Objectives >>The project aimed and achieved the following: - Developed an innovative educational model through SIE that allows teachers to adopt a new approach in teaching and learning for deaf students. - Provided role models to deaf children by connecting them with the Deaf Community, particularly with deaf entrepreneurs, artists, and scientists. - Highlighted and promoted sign language as a tool for inclusive, innovative education. - Created an online course to enable teachers to develop deaf children’s changemaking competences. - Involve deaf students from different countries and foster their self-confidence as they viewed themselves as members of the broader Deaf community.<< Implementation >>The ""Sign for Change"" project, spanning 30 months, successfully met its objectives, with all results freely accessible via its website (https://sign4change.eu/). This collaborative effort united six partners from Germany (FAU-ILI), Greece (Stimmuli & KENT) , Italy (IST), Lithuania (LKNUC), and Spain (Gaudem), each contributing essential expertise. Coordinated by FAU-ILI (Germany), the partnership included educational institutions for deaf students, social enterprises, and language centers.The project engaged a diverse range of participants—deaf children, adults, teachers, and activists—in various activities such as focus groups, surveys, e-book development, piloting, videos, and events. Key activities included conferences and a multiplier event to share knowledge and celebrate milestones. Outreach was conducted via dedicated Facebook and Instagram accounts, with regular physical and digital meetings ensuring effective project management.<< Results >>The project aimed to achieve the following results each available in 5 languages: 1.A genuine study on the educational context and the changemaking potential of deaf children in Europe.2.An e-book titled “Deaf Changemakers 3.Role Models and Inspiring Stories”. 4.A Social Innovation Education Curriculum for deaf students.5.An online course for teachers and professionals working with deaf students.6.Campaigning toolkits to guide deaf students in creating their own campaigning videos. Futhermore, the project aimed to have a meaningful impact not only on deaf students, teachers, and professionals working with the deaf, but also on sign language institutions, deaf communities, and families of deaf children. Specifically: - Deaf students: At least 213 deaf students directly participated in the activities of the Sign for Change project. - Teachers: Some teachers from Spain and Lithuania directly applied the project's materials in their classrooms during the pilot phase, working with deaf students. At least 485 teachers were involved in the project’s activities.- Sign language institutions and deaf communities: The role models e-book, the adapted SIE model, the online training, and the campaigning toolkit videos proved being useful in various environments with deaf students and learners in general. In the long term, the project's results will significantly contribute to the introduction of Social Innovation Education practices in the context of deaf students, thereby positively impacting their willingness and competence to actively participate in society while strengthening their skills and abilities."