Om IDE

Forskerne har kunnskap og ekspertise fra ulike fagområder. Vi kommer fire europeiske land som har forskjellige skole- og tolketilbud, og som har forskjellige tanker om undervisning av døve og hørselshemmede elever. I Norge har vi et ønske om at alle barn skal inkluderes i nærskolen, og mange grunnskoler har erfaring med å tilrettelegge undervisningen for døve og hørselshemmede elever, og er vant til å kommunisere med tolk. I Tyskland har kun noen få skoler erfaring med dette. I Irland har de spesialskoler for døve barn. I dag har de ingen erfaring med at tegnspråklige elever får opplæring i nærskolen med tolk. Forskerne deler derfor på hverandres erfaringer gjennom ulike møter og seminarer.

– Tyskland: Deltakerne i teamet arbeider innenfor spesialundervisning, språkutvikling og lingvistikk. De er ansatt ved Universitetet i Freiburg, og på Stegen som er en spesialskole for døve og hørselshemmede elever.

– Irland: Deltakerne i teamet har erfaring innen forskning på døve og hørselshemmede, på spesialundervisning i døveskoler, på tegnspråk lingvistikk, og på tegnspråktolking. Forskerne arbeider på Trinity College, på et forskningssenter innenfor studier på tegnspråk (Centre of Deaf Studies). Det hører til Fakultet for utdanningsvitenskap. Lærerne og skolelederne arbeider på Holy Family School for the Deaf. Begge stendene ligger i Dublin.

– Norge: Deltakerne i teamet har erfaring innen forskning på historien til døveskolene, anvendt tegnspråklingvistikk, og tolkemediert undervisning. Vi har forskningsprosjekter fra skoler med avdeling og klasser for døve og hørselshemmede elever, og skoler som har døve og hørende elever i samme klasse. Vi har også forsket på subgrupper innenfor det tegnspråklige miljøet; som døvblinde personer (kombinert syn og hørselstap), og døvblitte studenter i høyere utdanning. To av forskerne arbeider på NTNU/Norges Teknisk-Naturvitenskapelige Universitet, ved Institutt for lærerutdanning og Institutt for språk og litteratur. Én forsker arbeider på DMMH/Dronning Mauds Høgskole, som er rettet mot førskolelærerutdanning. Alle tre stedene er lokalisert i Trondheim.

– Belgia: Deltakerne i teamet arbeider innenfor EU, og Den Europeiske Døveunionen. De representerer døvesamfunnet sitt perspektiv, og bidrar med ekspertise innen rettigheter, lovgivning og språkpolitikk. De representerer også stemmen til døve og døvesamfunnet gjennom kulturelle og språklige erfaringer fra eget levd liv.

Møt prosjektgruppen

Mer informasjon om de internasjonale partnerne

Get to know our international team of dedicated partners

PH Freiburg

The University of Education Freiburg is situated in the south of Germany, close to the Black Forest. It provides study programs in education with a strong focus on teacher training. It engages in research with international cooperations and offers a full range of degrees: Bachelor programs, Master programs, Doctorate & Habilitation possibilities. In 2023 the new Institute of Special Education was founded. At the Institute of Special Education, they teach, learn, and research with the aim of designing equal participatory educational processes for all children, adolescents, and young adults in different educational settings. They specialize in fostering Learning, Emotional-Social Development, Mental Development, as well as Language & Communication.

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Vera Kolbe

I am the IDE project coordinator and manager of the Institute of Special Education at the University of Education Freiburg. My main research interests are in the area of signed and spoken languages. I focus on language diagnostics & language development of children in multilingual contexts, (sign) language pedagogy, and deaf education mediated by interpreters using signed and spoken languages. I am also an interpreter for signed and spoken German.

Petra Gretsch

I am a professor at the Institute for German and Literature at the University of Education Freiburg. My main areas of expertise are linguistics, language didactics and visual literacy. Due to my membership in the scientific advisory board of the Goethe Institut and my collaboration with the Zentralstelle für das Auslandsschulwesen (Central Agency for Schools Abroad) I have become familiar with various schooling systems and educational ideas. On of my interests in the IDE project is to compare the access to inclusive education crossculturally.

Friederike Lau

I am a special education teacher for Deaf children. I have worked in schools for Deaf children, as well as in primary and vocational schools in inclusive settings including assistance, teaching, organisation and interpreting. I am currently working as the project assistant of the IDE project at the University of Education in Freiburg. My tasks include project organisation, communication, planning and research.

BBZ Stegen

The BBZ Stegen is an interregional state special education and counseling center with a boarding school, specializing in the focus area of hearing impairment. For over 50 years, BBZ Stegen has been offering deaf and hard-of-hearing children and adolescents a general education, while simultaneously providing a hearing-specific education with central educational qualifications, as well as various counseling services in the context of hearing. In addition to the main location in the municipality of Stegen (district of Breisgau-Hochschwarzwald), there are additional satellite locations that provide locally accessible educational and counseling services. They offer all the possible school qualifications available in Germany at their institution. Their offerings start with the school kindergarten, continue through elementary school, and then progress to the secondary school level, up to the high school diploma (Abitur).

Martin Stuecker

I am the head of the department for primary education as well as the head of the media counselling center. In the IDE project we produce creative and aesthetic videos visualizing our project outcomes in order to develop material for the IDE project website.

Stefan Poessiger

I am working at the BBZ Stegen in different areas. I am a teacher in our department for secondary education and a consultant in mainstream schools in the field of inclusion with deaf or hard of hearing pupils. I also work as an interpreter for German Sign Language at school celebrations or events. Last but not least I am in the team of the media counselling center, where we create videos in sign language, produce subtitles and give trainings. We also develop and design videos for the IDE project.

Lester Flamm

I have been working at the BBZ Stegen for many years in the department for primary education, and in various other areas. I work as a mobile advisor and supporter for pupils in inclusive mainstream schools. I also work in the media counseling center, where we produce sign language videos and offer trainings. My work at the BBZ Stegen is very interesting and varied, in general related to sign language. I am hard of hearing and grew up using spoken language, and I am also fluent in German sign language. I have contributed to the development of an educational plan for German Sign Language within the Ministry of Education in Baden-Württemberg.

European Union of the Deaf

Based in Brussels and operating at the European level, EUD represents deaf sign language users in all 27 EU Member States, plus Iceland, Norway, Switzerland and the United Kingdom. EUD has the sole mandate of the National Associations of the Deaf to work towards a more socially cohesive, sustainable, and accessible Europe for deaf citizens realising their inherent human rights. EUD aims to achieve equality in public and private life for deaf people all over Europe to ensure they can become full citizens. Its main objectives are the recognition of the right to use an indigenous sign language, empowerment through communication and information, and equality in education and employment.

Davy Van Landuyt

I am the Project Manager at the EUD. As a deaf Belgian, my roots lie in the social-cultural movement and association work in the deaf community, on all layers from the local level to the European level. In 2020 I obtained my certification as Specialist in Spanish Sign Language from the Fundación CNSE, which qualifies me to teach Spanish Sign Language and to work as a deaf role model with deaf children in Spanish schools. Since 2021 I work in the project team at the EUD, where I am involved in various EUD projects. In these projects, I focus on co-creation with deaf communities, accessibility issues, project management, science communication and dissemination.

Rehana Omardeen

I am a Project Officer at EUD. I have a background in academic research, and hold a PhD in sign language linguistics from the University of Göttingen. Since 2022 I have been a Project Officer at EUD, involved in the activities of project teams (including H2020, Erasmus+ and European Parliament projects). To these projects, I bring research, reporting and project management skills, with a focus on collaboration allowing for meaningful exchange between deaf communities and project partners.

David Hay

I am the EUD Communication and Media Manager since 2013. I oversee all press releases, articles, social media content, and website updates related to EUD. My work includes producing a wide variety of media outputs, such as video statements, animated content, and live social media updates. I have been instrumental in growing EUD’s social media presence, which now enjoys a large and engaged follower field. Before joining EUD, I worked as a Researcher/Director for the BBC and Channel Four, where I developed stories within the Deaf community, liaised with contributors, and organised production shoots.

Jenny Nilsson

I am a Project Officer at EUD. I have a background in human rights and hold a master’s degree in human rights. Prior to joining EUD, I worked across EU, UN, national authorities and civil society contexts, with a particular focus on the participation of children and youth with disabilities in education and rights-based settings. Since 2026 I have been a Project Officer at EUD involved in the activities of project teams across EU-funded initiatives. To these projects I bring stakeholder engagement, international coordination, and project management skills, with a focus on rights-based approaches that support deaf-led advocacy and participation across Europe.

Trinity College Dublin

Trinity College Dublin is Ireland’s oldest university and our project team comes from the Centre for Deaf Studies in the School of Linguistic, Speech and Communication Sciences, and from the School of Education. The Centre for Deaf Studies offers multidisciplinary programmes in Irish Sign Language, Deaf Studies, ISL teaching and ISL/English interpreting and supports students from undergraduate to PhD level and offers regular continuing professional development opportunities. The School of Education delivers a comprehensive range of undergraduate and postgraduate programmes. High-quality Initial Teacher Education (ITE) programmes provide inquiry-based learning opportunities for students entering post-primary teaching. These courses are complemented by the provision of similar programmes for early childhood and primary teachers in the Marino Institute of Education, reflecting a close strategic partnership between both institutions. The School also has a rich tradition of providing continuing professional development to teachers at all stages in their professional careers.

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Lorraine Leeson

Professor in Deaf Studies at the School of Linguistic, Speech and Communication Science’s Centre for Deaf Studies and Associate Vice Provost for Equality, Diversity and Inclusion, leading Trinity College Dublin’s work in this area. I previously served as Director of the Centre for Deaf Studies (2001-2018). My research work is multidisciplinary, influenced by my background in deaf studies, interpreting studies, gender studies and linguistics. I have published widely in these areas.

Emily Barnes

Assistant Professor in Language Education in Trinity College Dublin. My PhD was in the area of early literacy assessment for Irish-English bilinguals, and I am currently involved in the development of Geabaire, an Augmentative and Alternative Communication (AAC) system for autistic children in Irish-medium education. I am the co-ordinator of the Master’s in Irish-Medium and Gaeltacht Education.

Martina Farren

PhD candidate at the School of Linguistics, Speech and Communication Sciences at Trinity College Dublin. My research topic is on mainstream teachers’ experiences of teaching deaf pupils the national curriculum. I am also interested in the topic of classrooms mediated by sign language interpreters as this is a very new development in the Irish educational landscape.

Senan Dunne

Teaching Fellow at the Centre for Deaf Studies, School of Linguistics, Speech and Communication Sciences at Trinity College Dublin. I am a qualified teacher and taught at the Holy Family School for the Deaf for two decades. I am also a registered interpreter and a qualified psychotherapist.

Holy Family School for the Deaf

Holy Family School for the Deaf, Cabra is a centre of excellence for deaf education and is the only campus in Ireland catering for deaf pupils from age 3 to 18. Holy Family School for the Deaf Cabra welcomes deaf and hard of hearing pupils from age 3 to 18. The school campus includes Early Intervention, full Primary and Post Primary curricula as well as Further Education programmes. Separate Boarding residences are available for girls and boys. Teachers and staff engage with each pupil using assistive technology and the students preferred communication methods including speech, Irish Sign Language and signed English to promote speech and learning. A wide range of activities are available to pupils including sports, arts and culture, IT and music.

Eimar O’Rourke

I have over 33 years’ experience as an educator and school leader in the schools for the Deaf, Cabra. I was appointed Principal of St. Mary’s School for Deaf Girls in 2014 and subsequently Principal of Holy Family School for the Deaf following amalgamation with St. Joseph’s School for the Deaf in 2016. I hold the Diploma for Teachers of the Deaf and a first-class honours Master of Education degree.

In my role as school leader, I am committed to supporting my colleagues to maintain our status as a Centre of Excellence in Deaf Education and to our mission to enable our girls and boys to have the best possible educational experience and to achieve their dreams. I participated in two previous Erasmus projects related to enhancing the educational provision of deaf children. Both were very successful, and I am delighted to have the opportunity to meet with educators of deaf children in partner countries towards our shared goal of removing barriers and maximising educational outcomes for deaf children.

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Shirley Higgins

I have been involved in Deaf education for 28 years, currently teaching Home Economics, Science, and Irish Sign Language at Holy Family School for the Deaf. I work with deaf students ranging from 12 months to 19 years of age, tailoring my teaching to meet their diverse learning needs. As a member of the ISL Expert Group, I contribute to the development of an Irish Sign Language curriculum for primary and post-primary schools in Ireland. I am deeply passionate about how deaf students learn, recognizing that their learning styles evolve throughout their lives. One of my key interests is teaching deaf children through music, using alternative approaches to support learning. This method not only enhances students’ confidence but also promotes their social and emotional development. My ultimate goal is to empower students to become independent members of society with their own voice—a goal that I believe this project will strongly support for deaf learners.

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Aideen Lynch

I am a teacher of Science, Maths, ICT, and Biology at Holy Family School for the Deaf in Cabra. I have been teaching Deaf students for 26 years. I studied science at NUI Maynooth and obtained a Higher Diploma for Teachers of the Deaf at the University of Birmingham. I am part of a team developing ISL (Irish Sign Language) signs for science and technology subjects.

Kevin Dudley

I am a Primary School Teacher and this is my third year of teaching. I graduated from Dublin City University, DCU, with First Class Honours and I was awarded the DCU Chancellor’s Medal in recognition of my academic and extracurricular achievements which is my proudest achievement to date. I am a big lover of sports, particularly soccer. I have competed in the Deaflympics and Deaf European Championships while playing for the Irish Deaf Men’s Football Team, representing Ireland. By using technological devices into my teaching methods, I strive to enhance my students’ motivation/engagement and learning in the classroom. I recently joined the Erasmus team and am eager to learn how I can successfully use Erasmus’ experience to upskill my teaching skills.

Norwegian University of Science and Technology

NTNU er et stort universitet, med svært mange ulike disipliner og fagretninger. Institutt for lærerutdanning utdanner fremtidens lærere. Det gjør vi gjennom innovative og forskningsbaserte utdanningsprogrammer. Vi tilbyr BA og Ma utdanning, for studenter som ønsker å arbeide i grunnskole, ungdomsskole og i videregående. Vi har master utdanning i sosial-pedagogikk og spesialpedagogikk, og i en rekke andre fagdisipliner. Masterutdanningen i sosialpedagogikk og spesialpedagogikk setter søkelys på hvordan skolen kan etablere og bygge opp inkluderende praksiser og bidra til livslang læring. Studentene deltar i både teoretiske seminarer, i diskusjoner og gruppearbeid, og har praksis på ulike skoler, med ulike skolemiljøer. Ansatte er eksperter på pedagogikk, på utvikling av læreplaner, på organisering og lederskap, og hvordan bygge opp arbeidsmiljø der ansatte reflekterer og samarbeider med hverandre. Lærerutdanningen er også opptatt av å styrke digital kompetanse, kunnskap om bærekraft, og fremme utdanningsmuligheter for et mangfold av studenter. Vi har lokale og internasjonale partnere og nettverk. Det gjør at vi forstår globale forhold, og kan ta andres perspektiv bedre. Vi ønsker at de nyutdannede studentene har ferdighetene, kunnskaper og holdninger for å ivareta elever med mangfold og ulike bakgrunner. NTNU verdsetter kvalitet i studietilbud, opplæring og forskning. Institutt for lærerutdanning har en viktig rolle i å forme fremtidens nye lærere.

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Sigrid Slettebakk Berge

Hei. Jeg heter Sigrid Slettebakk Berge. Dette er mitt kontor. Jeg arbeider på NTNU, universitet i Trondheim, Institutt for lærerutdanning. Jeg er professor i pedagogikk. Jeg underviser studenter som ønsker å arbeide i skolen som lærere. Studenter forskjellige; noen ønsker å undervise i første klasse, i ungdomskolen, eller i videregående. Jeg underviser i pedagogikk og spesialpedagogikk. Det er bredt fagområde og dekker mange tema. Mine spisskompetanser er undervisning av døve og hørselshemmede elever, og av blinde og svaksynte elever. Tidligere underviste jeg tegnspråk og tolkestudenter. Jeg har før forsket på tolket undervisning i videregående skole. Jeg har utdanning som tolk, og jeg har erfaring fra undervisningstolking, både i barneskolen, i videregående, på universitet og andre opplæringssituasjoner. Jeg er hørende.

Queen Maud's College of Early Childhood Education

Vi er nå på Dronning Mauds Minne – høgskole for barnehagelærerutdanning , DMMH. Her er campuset vårt, og idag et studiested for ca 1000 studenter. De fleste studerer ett tre-årige barnehagelærerutdanningsprogram – en 3 årig BA-utdanning. Noen fortsetter og bygger på med en to-årig masterutdanning. Her på skoleområdet vårt er det mange bygninger, Det eldste bygget ser du rett bak oss her og det ble bygdt i 1912. Den gang var dette en grunnskole for blinde barn, og barn fra hele Norge kom hit for å få skolegang.