Pädagogische Hochschule Steiermark

Hearing impaired in mobility: a silent revolution for equal opportunities

Inclusion and equal opportunities: Erasmus+ shows that mobility for disabled students is possible. Inclusion is achievable, partnership and resources are crucial.

Hearing impaired and on mobility

Objectives

Our example of good practice within HMIS2030, under the theme "Hearing impaired in mobility: a silent revolution for equal opportunities", pursues a wide range of short and long-term goals aimed at promoting equal opportunities and inclusion for hearing impaired and disabled students and staff in higher education mobility and internationalisation. Short-term goals: *) Accessibility: a short-term goal is to ensure that all higher education mobility and internationalisation programmes are barrier-free for (hearing) impaired and disabled students and staff. *) Raising awareness: Raising awareness of the needs of hearing impaired and disabled people to create an inclusive environment. *) Increase participation: We aim to increase the participation of hearing impaired and disabled students and staff in mobility programmes by offering individual support. Long-term goals: *) Full inclusion: we aim to provide equal opportunities for hearing impaired and disabled students and staff to participate in international exchange programmes and benefit from the advantages of global education. *) Promotion of intercultural competence: We aim to promote intercultural competence and understanding of the needs of people with (hearing) disabilities throughout the university community. *) Sustainability: We want to make the example of good practice sustainable in order to have a long-term positive impact on the entire university landscape. We plan to document and publish our experiences to help other universities implement similar programmes.

Background

The Erasmus+ project KA131 at the University College of Teacher Education Styria in the academic year 2023/24 is an example of the creation of inclusive educational opportunities in the university context. The framework conditions of this project illustrate how different levels of educational institutions and cooperation work together to promote equal opportunities in education. *) The close cooperation between the University College of Teacher Education Styria (PH Steiermark) and the University of Graz in the South-East Development Network ensures that the hearing-impaired student has the opportunity to participate in the Erasmus+ mobility programme that corresponds to their academic goals and study focus (recognition). *) Mobility consortium of public universities of teacher education: The formation of a mobility consortium consisting of all nine public universities of teacher education, under the leadership of the University of Agricultural and Environmental Pedagogy (HAUP), is a key factor in this example. It enables the efficient financial management and pooling of resources to facilitate mobility for students with disabilities. *) Host university Oslo Metropolitan University (OsloMet): The partnership with the host university in Norway, Oslo Metropolitan University, demonstrates the importance of international co-operation in creating inclusive educational opportunities. The host university has provided the infrastructure and support to ensure that the hearing-impaired student can participate in regular classes. *Operational management: The successful operational management of this mobility project requires close co-operation between the educational institutions involved to ensure that all necessary arrangements are made for the hearing impaired student. This includes the provision of sign language interpreters from GESTU-Graz and technological support.

(Implemented) Activities

Erasmus+ KA131 Student mobility of a hearing impaired student.

Results

The Erasmus KA131 mobility of a student with hearing impairment has a positive impact on the host university, the sending institution, and the student themselves: For the host university (Oslo Metropolitan University): Welcoming a student with hearing impairment promotes cultural exchange and creates a diverse learning environment. It strengthens the culture of inclusion and raises awareness of the needs of people with hearing impairments. This contributes to the development of more inclusive educational practices. For the sending institution (University College of Teacher Education Styria): Supporting the mobility demonstrates a strong commitment to equal opportunities and inclusion. Academic exchange with the host university enriches teaching and strengthens international partnerships. Collaboration within the Erasmus+ framework also fosters knowledge sharing and institutional networking. For the student with hearing impairment: Mobility offers international experience, exposure to different education systems and cultures, and the opportunity to expand academic skills. Facing challenges abroad enhances personal growth and self-confidence. The student becomes a role model for others with disabilities, showing that international education can be inclusive. Additionally, they contribute to connecting the Austrian and Norwegian communities of students with hearing impairments. Conclusion: The Erasmus mobility of a student with hearing impairment creates a win-win situation: it promotes inclusion, international cooperation, and personal development for the benefit of all involved.

Lessons learned

Our experience in the Erasmus+ student mobility project with a hearing impaired student has provided us with many lessons for the future. Here are some of the most important lessons we learnt: Inclusion is achievable: We learnt that inclusive education and mobility for hearing impaired students is achievable. With the right support and planning, barriers can be overcome. Partnership and cooperation are crucial: Close cooperation between different universities and educational institutions is crucial to create inclusive mobility programmes. Resources and support are required: The provision of resources such as sign language interpreters and technological support is crucial to enable the mobility of hearing impaired students. These resources should be planned and provided well in advance. A strong partner such as the OeAD is very helpful here. Positive impact on all stakeholders: Mobility of hearing impaired students contributes to cultural diversity and awarness and enriches our university. It is a win-win situation for everyone involved. Our lessons learned show that creating inclusive educational opportunities and mobility programmes for students with disabilities is possible. However, they require careful planning, cooperation and a willingness to overcome obstacles.

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