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.

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+ student mobility project KA131 at the University College of Teacher Education Styria in the academic year 2023/24, which includes the operational implementation for a hearing impaired student teacher of secondary general education with the subject movement and sport and the specialisation inclusion of the "Entwicklungsverbund Süd-Ost", is an example of developing of inclusive educational opportunities in the university context. The framework conditions of this project illustrate how different levels of educational institutions work together to promote equal opportunities in education. *) Academic responsibility (main enrolment at the University of Graz): The close cooperation between the University College of Teacher Education Styria (PH-Steiermark) and the University of Graz in the "Entwicklungsverbund Süd-Ost" ensures that the hearing impaired student has the opportunity to participate in the Erasmus+ mobility programme that corresponds to his 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 university olleges of teacher education, under the leadership of the University College for Agricultural and Environmental Education (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 cooperation 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 cooperation 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. Overall, this example demonstrates the importance of strategic partnerships, collaborative planning and cross-resource support to enable students with hearing impairments to participate in international mobility programmes. It creates the framework conditions for an inclusive university environment and makes a valuable contribution to the implementation of HMIS2030.

(Implemented) Activities

Erasmus+ KA131 Student mobility of a hearing impaired student.

Results

The Erasmus mobility of a hearing impaired student has a wide range of effects on the host university, the sending university and the student himself: For the host university (Oslo Metropolitan University): *) Cultural exchange: the host university benefits from an enriching cultural exchange and a diverse learning environment. It has the opportunity to absorb different perspectives and experiences. *) Inclusion and diversity: The integration of a hearing impaired student promotes a culture of inclusion and diversity at the host university. This diversity enriches campus life and creates an inclusive environment for all students. *) Awareness raising: By working with a hearing impaired student, the host university can raise awareness of the needs of people with hearing impairments and promote its own awareness of inclusive education. For the sending university (University College of Teacher Education Styria): *) Equal opportunities and inclusion: The sending university demonstrates its commitment to equal opportunities and inclusion by enabling the mobility of a hearing impaired student. This strengthens the university's reputation as an inclusive educational institution. *) Academic exchange: Cooperation between different universities and the promotion of mobility open up opportunities for academic exchange that enriches the quality of education. *) Cooperation and partnership: Cooperation within the Erasmus+ project and the formation of consortia strengthen partnerships between different universities and promote the exchange of knowledge and cooperation in education. For the hearing impaired student: *) International experience: Mobility enables the hearing impaired student to gain international experience and familiarise themselves with other educational systems and cultures. *) Personal development: The challenges and adaptations abroad promote the student's personal development and self-confidence. *) Professional qualification: The student can expand his professional qualifications and knowledge, which can have a positive impact on his academic and professional future. *) Contribution to inclusion: The hearing impaired student acts as a role model and pioneer for other students with disabilities by demonstrating that mobility and international education can be accessible to all. *) Community networking: Networking between the Norwegian and Austrian communities of hearing impaired students. Overall, the Erasmus mobility of a hearing impaired student leads to a win-win situation in which both the host university, the sending university and the student themselves benefit from the positive effects of inclusive education and international cooperation.

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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