persons with disabilities

  • Abstract: 3D4DEAF, an Erasmus+ project, promotes job inclusion and entrepreneurship for deaf individuals through 3D printing and digitization. It provides accessible resources and facilitates international networking to connect students, youth, trainers, and entrepreneurs.

     

    The world of work is often selective and may not fully embrace alternative perspectives, particularly those of entrepreneurs with disabilities. Deaf individuals encounter numerous barriers in finding places where their entrepreneurial ideas can flourish. It is essential to establish accessible environments, offering the necessary tools and resources, so their unique perspective can enrich society.

     

    The Project 

    The Erasmus+ 3D4DEAF project is an initiative aimed at transforming the training and employment integration of deaf individuals through the use of 3D printing. Co-funded by the European Union, 3D4DEAF unites eight international partners to develop inclusive and accessible vocational training tools and programs, opening up new opportunities in the digitized labor market. 

    3D printing represents transformative potential in various sectors, offering deaf entrepreneurs unique opportunities for innovation and business development. Using 3D technologies and digital tools, the project aims to enhance the digital skills of deaf students and youth, preparing them for the challenges of future careers. With 3D printing facilitating comprehensive management of the creative and production process within their startup or enterprise, deaf entrepreneurs can tailor the production and work environment to suit their needs and perspectives.

     

    Our Partners:

    Guided by Społeczna Akademia Nauk (SAN), project coordinators, the 3D4DEAF consortium worked collectively to develop accessible tools and courses. Each partner brought their expertise:

    • Fondazione Istituto dei Sordi di Torino ONLUS - Italy: Specialized in accessible communication for the deaf.
    • A & A Emphasys Interactive Solutions Ltd - Cyprus: Designers of educational programs.
    • Instituto Hispano Americano de la Palabra - Colegio Gaudem - Spain: Experts in deaf education and inclusion.
    • European Digital Learning Network ETS (DLEARN) - Italy: Network focusing on digital education.
    • Aintek Symvouloi Epicheiriseon Efarmogesypsilis Technologias Ekpaidefsi Anonymietaireia (IDEC) - Greece: Consultants in training creation.
    • Stowarzyszenie Rozwoju “Pitagoras” - Poland: Providers of training and services for the deaf and disabled.
    • High School Deaf HoH Thessaloniki - Greece: Offering VET educational pathways for the deaf.

     

     

    Project Activities:

    The first step in enabling access to the world of work is to provide accessible information and tools. Through mixed-focus groups of deaf students and VET trainers, valuable insights are gathered. The 3D4DEAF platform offers complimentary guides and services, empowering entrepreneurs to become digital experts and fostering innovative ideas within the Industry 4.0 landscape. To foster international networking among deaf individuals, an interactive Mapping Tool of European deaf organizations, training institutions, and entrepreneurs has been developed, detailing relevant seminars and events. Moreover, the platform provides more resources, like a glossary and consulting services to streamline communication and idea presentation.

     

     

    Upcoming open-source tools on the project website include:

    • An accessible guide on social entrepreneurship and 3D printing, featuring practical examples.
    • An e-Community connecting deaf entrepreneurs, students, youth and trainers across Europe.
    • An augmented reality educational game immersing students in an AR environment to learn social enterprise creation in Industry 4.0 sectors.
    • Workshops and seminars hosted in schools, preparatory for study visits to social enterprises and Industry 4.0 establishments in each country.

    The 3D4DEAF project remains committed to reducing barriers and enhancing the entrepreneurial and job prospects of deaf individuals.

  • Introduction

    Soft Skills+ is an exciting, new project that aims to help adults with intellectual disabilities build social and emotional skills, enhancing their quality of life. It also equips educators and support workers with tools and resources to support them in communication, emotional regulation, problem-solving, and lifelong learning. Soft skills can improve independence, employment prospects, mental health, community involvement, and overall well-being. Despite these benefits, many individuals with intellectual disabilities face significant challenges in accessing education and training opportunities.

    Project Background

    People with intellectual disabilities encounter substantial barriers to education and employment, not from a lack of capability but because societal structures do not meet their needs. Education plays a crucial role in shaping life outcomes, influencing job prospects, earnings, and poverty risk. However, research highlights that children with disabilities encounter challenges such as limited peer connections, negative social experiences, and poor academic outcomes, which lead to a ‘double disadvantage’ (Watson, Banks, and Lyons, 2015). They often leave school with fewer qualifications, reducing their opportunities for independent living, further education, and employment. Labour market exclusion is particularly pronounced among individuals with poor health, stamina, or emotional and mental health disabilities, while those with higher education and specific disabilities, like hearing impairments, experience greater inclusion (Watson, Banks, and Lyons, 2015). These findings underscore the need for inclusive and accessible educational initiatives at all levels.

    Across the EU, 1 in 4 adults have a disability, reinforcing the need for robust inclusion policies (European Council, 2024). In Ireland, nearly one-third of working-age people with disabilities said their condition negatively impacted their school experience, often resulting in early school leaving (Watson, Banks, and Lyons, 2015). In 2024, only 14% of parents surveyed by Inclusion Ireland felt their child was thriving in school. This project focuses on reducing social exclusion, enhancing well-being, and increasing opportunities through tailored education and direct engagement. While policy change is essential, alternative training and soft skills development remain vital supports. 

    First Transnational Partner Meeting

    On 11th November, partners from organisations in Croatia, Greece, Italy, and Ireland collaborating on the SoftSkills+ project came together for their first in-person meeting in Virginia, Ireland. This provided an opportunity to review the project’s progress, set priorities and strengthen collaboration among partners. Discussions covered project management, risk assessment, financial monitoring, and quality assurance.

    A major focus was Work Package 2, which includes the development of the project’s training framework, with lesson plans and digital games. Partners worked to refine the structure and length of the lesson plans, incorporating feedback from those with extensive experience working with the target group to ensure they are both accessible and effective. The framework will support the creation of 24 lesson plans for face-to-face workshops, each outlining clear objectives, step-by-step guidance, warm-ups, short activities, and evaluation tools, along with tips for adapting content to different abilities. Complementing the lesson plans, 12 digital games will be designed to enhance training. These games will be 10–15-minutes in duration with clear instructions and cohesive narratives, offering engaging learning experiences. Educators will also receive detailed guidelines to integrate the games into their sessions.

    Partners reviewed Work Package 3, focusing on dissemination through the project website, social media, and communication toolkits. Accessibility was a key priority, with examples of platforms incorporating accessibility controls explored and discussed, as the partners aim to develop a similar, inclusive solution for adults with intellectual disabilities. Features such as clear text, audio instructions, flexible controls, and sensory-friendly options will ensure a user-friendly experience that can be personalised to meet individual needs. Adults with intellectual disabilities and educators will be actively involved in the development process, providing regular feedback on usability and engagement. The project will also prioritise inclusive representation, ensuring diverse and culturally respectful content in the training materials to reflect the participants. Clear deadlines and next steps were established to maintain momentum.

    Next Steps

    Partners are currently in the process of forming local action groups, made up of stakeholders and professionals working within the disability sector. These groups will offer feedback on the value proposition and content plan for Work Package 2, including the proposed learning outcomes, structure, and action themes. The partners will then assess this feedback, incorporate any suggested changes, and begin the content development phase.

    Learn More

    To learn more about our project, or to access our resources, please visit the Soft Skills+ project website. You can also connect with the project partner organisations listed below for more information about our ongoing work in this area.

    References

    European Council. (2024, October 18). Disability in the EU: facts and figures.https://www.consilium.europa.eu/en/infographics/disability-eu-facts-figures/

    Inclusion Ireland. (2024, February 11). 45% of children with support needs are being failed in accessing their right to education. https://inclusionireland.ie/news-events/department-of-education-removes-vital-resource-while-45-of-children-with-support-needs-are-being-failed-in-accessing-their-right-to-edu/ 

    McGuire, P. (2021, March 2). Breaking barriers: Supporting students with disabilities to progress to university. https://www.irishtimes.com/news/education/breaking-barriers-supporting-students-with-disabilities-to-progress-to-university-1.4492722 

    Watson, D., Banks, J., and Lyons, S. (2015, May). Educational and employment experiences of people with a disability in Ireland: An analysis of the national disability survey. https://nda.ie/uploads/publications/non-technical-summary-educational-and-employment-experiences-of-people-with-disabilities-in-ireland-pdf-version.pdf