DUAL ONLINE CENTER
Bank of Good Practices in Social Inclusion through WBL
“You can be like the others too”
Overview
Successful Practice – Integration of a Deaf-Mute Student in the “Home Radioelectronic Devices” Program (2021–2025)
This initiative was developed to address the need for educational inclusion of students with hearing and speech disabilities. The issue addressed is the limited access these young people have to quality education, social and professional integration, as well as communication barriers between them, their peers, and teachers.
The beneficiaries are:
• The deaf-mute student who successfully completed the study program.
• The peer group, who gained empathy, mutual support and communication skills in sign language.
• The teachers, who expanded their pedagogical skills by adapting teaching methods and learning sign language.
• The wider educational community, who receives an example of good practice in inclusion and equity.
The initiative aims to:
• Fully integrate students with disabilities into learning and vocational training processes.
• Create an empathetic, accessible and diverse educational environment, in which all students are supported to reach their potential.
• Promote equity by adapting teaching methods and eliminating communication barriers.
• Prepare a young person with disabilities for the labor market, offering them equal opportunities for socio-professional insertion.
The successful practice was carried out at the Center of Excellence in Energy and Electronics in the Republic of Moldova. It can be replicated in other educational institutions in the region, as well as internationally, in schools and centers that promote educational inclusion.
This initiative was developed to address the need for educational inclusion of students with hearing and speech disabilities. The issue addressed is the limited access these young people have to quality education, social and professional integration, as well as communication barriers between them, their peers, and teachers.
The beneficiaries are:
• The deaf-mute student who successfully completed the study program.
• The peer group, who gained empathy, mutual support and communication skills in sign language.
• The teachers, who expanded their pedagogical skills by adapting teaching methods and learning sign language.
• The wider educational community, who receives an example of good practice in inclusion and equity.
The initiative aims to:
• Fully integrate students with disabilities into learning and vocational training processes.
• Create an empathetic, accessible and diverse educational environment, in which all students are supported to reach their potential.
• Promote equity by adapting teaching methods and eliminating communication barriers.
• Prepare a young person with disabilities for the labor market, offering them equal opportunities for socio-professional insertion.
The successful practice was carried out at the Center of Excellence in Energy and Electronics in the Republic of Moldova. It can be replicated in other educational institutions in the region, as well as internationally, in schools and centers that promote educational inclusion.
Objectives
The main objective is the full integration of students with disabilities in educational and professional processes, by ensuring an accessible, empathetic and equitable environment, which offers them equal opportunities for learning and insertion in the labor market.
The initiative supports students with disabilities (especially those with hearing and speech impairments) to actively participate in the educational process, by adapting teaching methods, involving colleagues and teachers and using sign language. Thus, a bridge of communication and collaboration is created that allows them real access to professional training and practical training.
Barriers are reduced by:
• Eliminating communication obstacles (teachers and colleagues learned sign language).
• Constant support from colleagues and teachers, who promoted empathy and solidarity.
• Adapting the educational environment so that they can understand, participate and progress at their own pace.
• Promoting an inclusive culture that values diversity and offers equal opportunities to all.
The initiative supports students with disabilities (especially those with hearing and speech impairments) to actively participate in the educational process, by adapting teaching methods, involving colleagues and teachers and using sign language. Thus, a bridge of communication and collaboration is created that allows them real access to professional training and practical training.
Barriers are reduced by:
• Eliminating communication obstacles (teachers and colleagues learned sign language).
• Constant support from colleagues and teachers, who promoted empathy and solidarity.
• Adapting the educational environment so that they can understand, participate and progress at their own pace.
• Promoting an inclusive culture that values diversity and offers equal opportunities to all.
Implementation
The implementation of this successful practice took place gradually, through a series of concrete measures aimed at supporting the deaf-mute student and creating an inclusive and equitable educational environment:
At the beginning of the study program, the teachers identified the communication challenges and established the necessary adaptation methods. A constant dialogue with the family was promoted to better understand individual needs.
The classmates were informed and trained about the specifics of their colleague's disability. Mutual support activities were organized to cultivate empathy, solidarity and cooperation.
The teachers involved in the program learned elements of sign language in order to be able to communicate directly with the student. Teaching methods were adapted: the use of visual materials, additional explanations, more detailed practical exercises.
The student participated in all practical classes and training activities in companies, with the support of colleagues and teachers.
Open communication and ongoing support from teachers and peers facilitated integration. The student's achievements were recognized and celebrated, strengthening his confidence and motivation.
At the beginning of the study program, the teachers identified the communication challenges and established the necessary adaptation methods. A constant dialogue with the family was promoted to better understand individual needs.
The classmates were informed and trained about the specifics of their colleague's disability. Mutual support activities were organized to cultivate empathy, solidarity and cooperation.
The teachers involved in the program learned elements of sign language in order to be able to communicate directly with the student. Teaching methods were adapted: the use of visual materials, additional explanations, more detailed practical exercises.
The student participated in all practical classes and training activities in companies, with the support of colleagues and teachers.
Open communication and ongoing support from teachers and peers facilitated integration. The student's achievements were recognized and celebrated, strengthening his confidence and motivation.
Innovative features
Mentoring programs for marginalized groups, Policy changes to encourage inclusive Work-Based Learning (WBL), Digital learning tools to improve access, Specialized training tailored to different learner needs, Uses technology to improve access, Offers flexible learning options for different needs, Includes mentorship and support networks
- CountryMoldova
- SectorEnergy, water supply and waste management
- Target groupPeople with disabilities
Leading organisation
I.P. CEEE
Date
2021-2025
Key stakeholders
• VET providers and training centers
• Employers and business networks
• Employers and business networks
Number of beneficiaries
50
