Peer to Peer Deaf Multiliteracies: research into a sustainable approach to education of Deaf children and young adults in the Global South

Lead Research Organisation: University of Central Lancashire
Department Name: Int Inst for Sign Lang and Deaf Studies

Abstract

The exclusion of deaf children and young adults from access to school systems in the developing world results in individuals and communities being denied quality education; this not only leads to unemployment, underemployment, low income, and a high risk of poverty, but also represents a needless waste of human talent and potential. To target this problem, this project extends work conducted under a pilot project addressing issues of literacy education with young deaf people in the Global South. Creating, implementing and evaluating our innovative intervention based on the peer teaching of English literacy through sign language-based tutoring, everyday real life texts such as job application forms, and the use of a bespoke online resource, enabled us to generate a sustainable, cost-effective and learner-directed way to foster literacy learning amongst deaf individuals. To reach further target groups and conduct more in-depth research, the present project extends our work to new groups of learners in India, Uganda, Ghana, Rwanda and Nepal, both in primary schools (ca 60 children in India, Ghana, and Uganda) and with young adult learners (ca 100 learners in interventions, plus ca 60 young adults in scoping workshops in Nepal and Rwanda).

In the targeted countries, marginalisation begins in schools, since many have no resources for teaching through sign language, even though this is the only fully accessible language to a deaf child. This project intends to examine how we can change some of the dynamics that contribute to this, by involving deaf individuals in the design of new teaching approaches, and by using children and young people's everyday experiences and existing literacy practices as the basis for their learning. Participants in such a programme will not only develop English literacy, but "multiliteracies", i.e. skills in sign languages, technology, written English, gesture, mouthing, and other forms of multimodal communication. Developing a multilingual toolkit is an essential element of multiliteracies. Being 'literate' in the modern world involves a complex set of practices and competencies and engagement with various modes (e.g. face-to-face, digital, remote), increasing one's abilities to act independently. Our emphases on active learning, contextualised assessments and building portfolios to document progress will increase the benefit to deaf learners in terms of their on-going educational and employment capacity.

Apart from the actual teaching and interventions, the research also investigates factors in existing systems of educational provisions for deaf learners and how these may systematically undermine and isolate deaf communities and their sign languages. Our analyses will identify the local dynamics of cultural contexts that our programmes and future initiatives need to address and evaluate in order to be sustainable. One challenge we encountered in the pilot was the lack of trained deaf peer tutors. There is a need for investment in local capacity building and for the creation of opportunities and pathways for deaf people to obtain formal qualifications. Therefore, at least four deaf project staff will enrol on an MA programme in Applied Linguistics/TESOL at our partner institution in India. We will develop training in literacy teaching and in research methods for all deaf project staff.

We will also develop and adapt appropriate assessment tools and metrics to confirm what learning has taken place and how, with both children and young adults. This includes adapting the Common European Framework of Reference for Languages (CEFR) for young deaf adult learners and the 'Language Ladder' for deaf children so that we use locally-valid test criteria. To document progress in more detail and in relation to authentic, real life literacy demands we need to create our own metrics, which we will do by using portfolio based assessments that are learner-centred and closely linked to the local curricula.

Planned Impact

The beneficiaries of the research are primarily young deaf people in India, Uganda, Ghana, Nepal and Rwanda, who are subject to systemic disadvantage in each context and are in need of experience and knowledge in a mixture of literacy skills, including in English, digital literacies, local sign languages, and multimodal communication. Policy makers and educators will also benefit from the study, as it will help them to more effectively harness the abilities of this group and facilitate better educational access for them, improving these governments' capacity to achieve their aims of educational inclusion for all and meet the requirements of the UNCRPD.
The impact of our project will constitute firstly an increase in actors' agency in their contexts, especially those from signing communities, through a range of capacity building activities, and secondly the forging of influential South-South collaborations. These partnerships shall be based on instrumental improvements like exploiting learner-driven technology, communication through sign language and learner-centric assessment for literacy pedagogy; they will also involve dedicated work on conceptual policy-related impacts by an international team of academics.
These two types of benefit, instrumental and conceptual, require engagement with both the target learner groups and the academics, officials and educators who have influence over policy in each of the contexts. UCLan has already begun engaging with the target learner groups in India, Ghana and Uganda through the pilot, and more recently has worked to increase the Indian deaf community's research skills and capacity, through a 10-day workshop on deaf-led research with 22 deaf participants in June 2016, including most of the project staff from the pilot. Preparation meetings, which have helped the team to target our beneficiaries and develop the strategic routes toward reaching them, were held with deaf organisations and other stakeholders and prospective partners in September 2016 (see Pathways to Impact).
A working group on analysing educational systems of language and literacy provision, focussing on the dynamics of exclusion and barriers to innovation both contextually and generally, will report twice during the project and contribute to the final reporting. To ensure involvement of our learner groups in the conceptual impacts as well, we will run a series of multi-stakeholder participatory workshops (following the framework known as 'collaboratories'). These collaboratories are workshops for up to 60 cross-sectoral project participants that embed systematic engagement into the study by making use of creative facilitation methods to move from vision to action. Their outcomes are reported through multimedia case studies, encompassing video (e.g. short documentaries and interviews), plain English text, and visual stills (e.g. posters and slides). We will produce at least six systematically curated multimedia case studies, based on experiences from the pilot project which had used video-based research documentation effectively.
The increased agency and capacity building is intended to exceed mere incidental learning acquired in project work, and seeks to make concrete provision for suitable individuals from our target beneficiary groups to embark on an academic career, by enabling at least four research assistants to enrol in Amity University's MA programme in Applied Linguistics/TESOL.
We will also develop upskilling activities for all deaf staff a six-month part-time training and development programme. This programme will be further developed into a curriculum for a one-year certificate course to be submitted to the Rehabilitation Council of India for accreditation, thereby enabling deaf sign language users to gain professional accreditation as "Language and literacy trainers" in India.
 
Title Deaf Literacies: A message from Happy Hands 
Description This is a 31-minute documentary published on YouTube about the involvement of our project partner Happy Hands School for the Deaf in Odisha. 
Type Of Art Film/Video/Animation 
Year Produced 2020 
Impact Since being published on YouTube on 3 December 2020, the documentary has been viewed 761 times. 
URL https://www.youtube.com/watch?v=1Q0FSC9oepE
 
Title Deaf Literacies: A message from the Delhi Foundation of Deaf Women 
Description This is a 17-minute documentary published on YouTube about the involvement of our project partner, the Delhi Foundation of Deaf Women. 
Type Of Art Film/Video/Animation 
Year Produced 2020 
Impact Since being published on 3 December, the documentary has been viewed 269 times. 
URL https://www.youtube.com/watch?v=asswwDazgAk&t=4s
 
Title Peer to Peer Deaf Multiliteracies documentary for adults (2020) 
Description This is a documentary that explains the project's work with adults in Uganda, featuring research assistant Noah Ahereza and our peer tutors and learners. 
Type Of Art Film/Video/Animation 
Year Produced 2020 
Impact The documentary has helped to influence policy-makers in Uganda. 
 
Title Peer to Peer Deaf Multiliteracies documentary for children in Ntinda 
Description This is a documentary that explains the project's work with children in Ntinda, Uganda, featuring research assistant Noah Ahereza and our peer tutors and learners. 
Type Of Art Film/Video/Animation 
Year Produced 2020 
Impact The documentary has helped to influence policy-makers in Uganda. 
 
Description We have successfully applied the "peer-to-peer deaf multiliteracies" approach (i.e. deaf people teaching other deaf people multiple literacies skills through sign language) to both deaf adults and deaf children in India, Ghana and Uganda. In doing so, work with children has focused on fostering and tracking progress in both sign language and multiple literacies skills (reading/writing, digital literacy, manual alphabet, etc). Deaf children, upon first entering a school environment, often have no or minimal language skills, and proceed on a trajectory of first acquiring sign language skills, and then moving to other skills with diverse literacies. In our research we have documented the interplay between the different languages and modalities that result in a rich learning environment for deaf children. We have found that our portfolio approach to assessment is particularly suitable because portfolios, consisting of sign language videos, photos of children's work, and other outputs, capture children's learning across all modalities. We have also developed child-friendly assessment of progress using an adaptation of the Language Ladder framework, and the results show that involvement (i.e. children being positively engaged) scores particularly high in this learning context. Learning skills gains have been especially high in the youngest children who had spent the most time with deaf tutors, in this case in a rural deaf school in India.
For adult learners, we have modified the assessment in comparison to the pilot project on English literacy provision with deaf people. While still relying on the Common European Framework of Reference as the main framework, we have modified pre-tests and post-tests so that there is more progression within each test, and cut-off points of skill levels can be captured better for individual learners. However, it is the addition of portfolios for tracking learners' progress and the addition of a "micro-case studies" method for compiling classroom observations that proved to be the most important advance compared to earlier work. These data show that engagement with young deaf adult learners was fostered by group discussion and the use of sign language, but stymied by overly-complex English and a lack of prior incidental learning. The tutors' methods evolved from teaching English to teaching multiliteracies, including text-based materials, fingerspelling, role playing, drawing, and video filming of sign language.
With respect to customising our approach to different technological environments, our research has shown a surprising split between the countries where we are working. In India, the situation with respect to internet access has radically improved within a very short time in the past few years. Compared with the pilot project in 2015-16, working with our online learning platform is now much more straightforward because coverage, speed and cost of internet access have all improved greatly, as well as smart phone coverage and IT skills of the learners we work with. In Ghana and Uganda, on the other hand, there are greater barriers even in the capital cities with respect to all these factors. On the other hand, the use of technology in these two countries has emerged as a major motivating factor as well as important digital literacy learning for the groups of young deaf adults.
As the new ecosystems of learning have been constructed with groups of learners in the different countries, our research process has tracked the amount and types of peer interaction and peer support across the different research and teaching teams. This means that issues are often addressed and resolved without involving the team of senior researchers in the UK, and this is an important element in the ecosystem of teaching and learning. On the other hand, we also see the effects of the cascading of training from first-hand to second- and third-hand. This has created unexpected, interesting issues, for example where the project's teaching and learning methodology is changed during implementation because of pre-existing local practices in different locations. For example, in Ghana, there is a strong influence of Signed English in deaf education, and we have had to reinforce the learner-centric approach in cultures that are very teacher-centric. We have also seen strong potential for South-South collaboration, as deaf team members support each other within and across countries, and independently organised further outreach work from Uganda to Burundi and from India to Nepal. These are important lessons when preparing for a wider rollout of training of deaf people for peer teaching roles.
Upon completing teaching interventions, we concentrated on capacity building and dissemination in the last phase of the project. We organised a capacity building programme with deaf people from India, Uganda, and Nepal at a local in India over a six-month period. In addition, two deaf research assistants in India and two in Uganda were mentored through a process of analysing data sets and writing up their own research for publication. In addition, we produced several short video documentations of our grassroots work with deaf adults and children in India, Ghana and Uganda.
Exploitation Route The most important pathways for using this research are related to practitioners in deaf education. We have been working on the capacity building aspect of our pathways to impact by running a capacity building programme with 12 deaf participants from India, Uganda, and Nepal over six months. This is the result of a concept for developing a "Language and Literacy Trainers" profile for deaf professionals in deaf education. In conjunction with the related impact project, we have also been creating teaching and learning resources in the area of multiliteracies education with deaf learners. The curriculum and materials will be available for other practitioners to use. We expect that these resources will be instrumental in creating well-trained deaf professionals working in deaf education for the first time, initially in India, where our work is most advanced.
We have also been developing literacy activity materials specifically for use with deaf children. A Storybook authoring package has been adapted from the Joy of Multiliteracies programme in Finland. We have adapted this material to inspire storytelling in multiple modalities by deaf children, and used it with primary schools. A separate impact project is now developing an online exhibition with some of these materials.
A separate line of research has been with respect to methodology, which can be used equally by academic and non-academic audiences. From the extensive cross-sectoral work of the project, an approach to using Serious Games (i.e. games used for purposes other than entertainment) for facilitating co-creative group processes has been developed, resulting in a book publication on Serious Games by the PI. The book includes detailed ready-to-use descriptions of all games that are valuable for practitioners.
Sectors Communities and Social Services/Policy,Education

URL https://islandscentre.wordpress.com/2020/12/30/peer-to-peer-deaf-multiliteracies-project-completed/
 
Description This project has directly impacted the lives of those deaf people who have been associated with the various learning environments we established - over 150 deaf children and youth in India, Ghana, and Uganda, as well as a dozen deaf project staff working as peer tutors and research assistants. For the deaf staff in particular, the project has contributed significantly to their skill set, and many have moved on from the project to highly skilled long-term employment. We have been engaging with policymakers to make some of our research available where it fits into a current context. In India, we started a collaboration with the National Institute of Open Schooling to develop Indian Sign Language as a secondary school subject. Supported by a separate impact project, we have been able to support the NIOS with curriculum development and produce the entire set of theory lessons as videos in Indian Sign Language with an accompanying textbook. The new subject provision is set to be piloted with selected NIOS study centres in 2021. In Uganda, our local team have established an advisory committee, including the Ministry of Education and the the National Curriculum Development Centre for working towards the implementation of a training programme arising from our research. In Ghana, we have been engaged with the National Consultative Forum on the Recognition and Enacting into Law of Ghanaian Sign Language as an Official Language, where our Co-Investigator was invited keynote speaker at a 2019 forum meeting. It is our ambition to roll out training for deaf sign language users to become professionals in language and literacy teaching in deaf education, and capacity building for a "Language and Literacy Trainer" skills profile, which is a direct result from our research, took place in India in 2020. This has been a six-month multi-level capacity building programme which is aimed at creating master trainers. 12 young deaf people from India, Uganda, and Nepal were involved. This is the first systematic effort in these countries to specifically train deaf people for professional teaching roles in deaf education. Another main impact activity has been to spread awareness about literacy, multiliteracies and the grassroots methodologies used in our project. We have been cascading our work, first from India to Ghana and Uganda, and most recently to Burundi and Nepal. We mainly do this through workshops held in the "collaboratory" format, which is a multi-stakeholder creative facilitation approach. This model of working as a strong aspect of South-South collaboration, which is a valuable model to spread.
Sector Communities and Social Services/Policy,Education
Impact Types Societal,Policy & public services

 
Description Curriculum development for a training programme for deaf "Language and Literacy Trainers" in India
Geographic Reach Asia 
Policy Influence Type Influenced training of practitioners or researchers
 
Description Keynote at National Consultative Forum on the Recognition and Enacting into Law of Ghanaian Sign Language as an Official Language
Geographic Reach Africa 
Policy Influence Type Participation in a national consultation
 
Description Membership in two curriculum development committees for sign language in India
Geographic Reach Asia 
Policy Influence Type Membership of a guideline committee
 
Description Presentation at workshop by central Indian government and DFID India on: "Paving ways for skilling 'People with Different Abilities'", aiming at best practice for skill development and employment opportunities for Persons with Disabilities
Geographic Reach Asia 
Policy Influence Type Participation in a national consultation
 
Description Produced teaching materials for Indian Sign Language as a school subject, in collaboration with National Institute of Open Schooling in India; continued serving as a member of its curriculum development committee (including participating in a meeting in December 2020)
Geographic Reach National 
Policy Influence Type Membership of a guideline committee
 
Description GCRF Global Impact Acceleration Account
Amount £5,000 (GBP)
Organisation Lancaster University 
Sector Academic/University
Country United Kingdom
Start 01/2019 
End 03/2019
 
Description Lancaster University Faculty Strategic Internationalisation Fund
Amount £656 (GBP)
Organisation Lancaster University 
Sector Academic/University
Country United Kingdom
Start 01/2019 
End 09/2019
 
Description South-South collaboration in realising the impacts of Peer-to-Peer Deaf Multiliteracies research in India, Uganda, and Nepal
Amount £84,905 (GBP)
Funding ID ES/T008199/1 
Organisation Economic and Social Research Council 
Sector Public
Country United Kingdom
Start 11/2019 
End 10/2020
 
Description Collaboration for the mini-project 'Storymakers: Deaf children's multiliteracies' in 2019 
Organisation University of Helsinki
Country Finland 
Sector Academic/University 
PI Contribution This was a collaboration of co-Is Julia Gillen and Uta Papen with Kristiina Kumpulainen of the University of Helsinki and Mari Keso, an independent artist based in Helsinki. This collaboration was for the mini-project 'Storymakers: Deaf children's multiliteracies' from 1st January to 31st March 2019. Seed corn funding was provided by Lancaster University in the amount of £5,000.
Collaborator Contribution This was a collaboration of co-Is Julia Gillen and Uta Papen with Kristiina Kumpulainen of the University of Helsinki and Mari Keso, an independent artist based in Helsinki. This collaboration was for the mini-project 'Storymakers: Deaf children's multiliteracies' from 1st January to 31st March 2019. Seed corn funding was provided by Lancaster University in the amount of £5,000.
Impact A mini-project entitled 'Storymakers: Deaf children's multiliteracies'
Start Year 2019
 
Description Collaboration with National Institute of Open Schooling, India 
Organisation National Institute of Open Schooling
Country India 
Sector Academic/University 
PI Contribution We are using our findings and skills developed from the research in order to support the initiative at the National Institute of Open Schooling for offering Indian Sign Language as a school subject at 9th-10th standard in their nation-wide programme. We have developed lessons in multimedia format to match the curriculum. The project PI from the UK, the Indian consultant to the project, and a project Research Assistant are members of the curriculum development committee for the new course.
Collaborator Contribution The NIOS owns advanced video production and dissemination facilities including studios, satellite TV, and online dissemination channels. Their technical resource base benefits dissemination of the practical application of our research.
Impact Curriculum developed for Indian Sign Language as a school subject for 9th/10th standard. We developed 17 theory lessons in a bilingual format, as Indian Sign Language videos and an accompanying textbook.
Start Year 2019
 
Description Deaf Multiliteracies project partnership 
Organisation Delhi Foundation of Deaf Women
Country India 
Sector Charity/Non Profit 
PI Contribution The partners are carrying out the project together. We have designed and delivered training for project staff from the three countries (India, Ghana, Uganda). We also provide academic expertise on deaf literacy and multiliteracies to the partners for their in-country research.
Collaborator Contribution The NGO partners are using their networks to implement field sites for the project's research. The University partners contribute their expertise on the educational systems of their countries, including special education.
Impact This project has only recently started (as of September 2017) so there aren't any outputs yet. The partnership is multi-disciplinary, with colleagues from linguistics at University of Central Lancashire and Ghana University, from ethnography and literacy studies at Lancaster University, and from disability studies at Makerere University.
Start Year 2017
 
Description Deaf Multiliteracies project partnership 
Organisation Lancaster University
Country United Kingdom 
Sector Academic/University 
PI Contribution The partners are carrying out the project together. We have designed and delivered training for project staff from the three countries (India, Ghana, Uganda). We also provide academic expertise on deaf literacy and multiliteracies to the partners for their in-country research.
Collaborator Contribution The NGO partners are using their networks to implement field sites for the project's research. The University partners contribute their expertise on the educational systems of their countries, including special education.
Impact This project has only recently started (as of September 2017) so there aren't any outputs yet. The partnership is multi-disciplinary, with colleagues from linguistics at University of Central Lancashire and Ghana University, from ethnography and literacy studies at Lancaster University, and from disability studies at Makerere University.
Start Year 2017
 
Description Deaf Multiliteracies project partnership 
Organisation Makerere University
Country Uganda 
Sector Academic/University 
PI Contribution The partners are carrying out the project together. We have designed and delivered training for project staff from the three countries (India, Ghana, Uganda). We also provide academic expertise on deaf literacy and multiliteracies to the partners for their in-country research.
Collaborator Contribution The NGO partners are using their networks to implement field sites for the project's research. The University partners contribute their expertise on the educational systems of their countries, including special education.
Impact This project has only recently started (as of September 2017) so there aren't any outputs yet. The partnership is multi-disciplinary, with colleagues from linguistics at University of Central Lancashire and Ghana University, from ethnography and literacy studies at Lancaster University, and from disability studies at Makerere University.
Start Year 2017
 
Description Deaf Multiliteracies project partnership 
Organisation Rural Lifeline Trust
Country India 
Sector Charity/Non Profit 
PI Contribution The partners are carrying out the project together. We have designed and delivered training for project staff from the three countries (India, Ghana, Uganda). We also provide academic expertise on deaf literacy and multiliteracies to the partners for their in-country research.
Collaborator Contribution The NGO partners are using their networks to implement field sites for the project's research. The University partners contribute their expertise on the educational systems of their countries, including special education.
Impact This project has only recently started (as of September 2017) so there aren't any outputs yet. The partnership is multi-disciplinary, with colleagues from linguistics at University of Central Lancashire and Ghana University, from ethnography and literacy studies at Lancaster University, and from disability studies at Makerere University.
Start Year 2017
 
Description Deaf Multiliteracies project partnership 
Organisation Uganda National Association of the Deaf
Country Uganda 
Sector Charity/Non Profit 
PI Contribution The partners are carrying out the project together. We have designed and delivered training for project staff from the three countries (India, Ghana, Uganda). We also provide academic expertise on deaf literacy and multiliteracies to the partners for their in-country research.
Collaborator Contribution The NGO partners are using their networks to implement field sites for the project's research. The University partners contribute their expertise on the educational systems of their countries, including special education.
Impact This project has only recently started (as of September 2017) so there aren't any outputs yet. The partnership is multi-disciplinary, with colleagues from linguistics at University of Central Lancashire and Ghana University, from ethnography and literacy studies at Lancaster University, and from disability studies at Makerere University.
Start Year 2017
 
Description Deaf Multiliteracies project partnership 
Organisation University of Ghana
Country Ghana 
Sector Academic/University 
PI Contribution The partners are carrying out the project together. We have designed and delivered training for project staff from the three countries (India, Ghana, Uganda). We also provide academic expertise on deaf literacy and multiliteracies to the partners for their in-country research.
Collaborator Contribution The NGO partners are using their networks to implement field sites for the project's research. The University partners contribute their expertise on the educational systems of their countries, including special education.
Impact This project has only recently started (as of September 2017) so there aren't any outputs yet. The partnership is multi-disciplinary, with colleagues from linguistics at University of Central Lancashire and Ghana University, from ethnography and literacy studies at Lancaster University, and from disability studies at Makerere University.
Start Year 2017
 
Description Advisory committee meeting in Ghana - 1 November 2019 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact The Advisory Committee met in Ghana on the 1st of November, to receive a report on the project activities. They were pleased with the results of the post-tests but disturbed that ICT issues have continued to plague our work.
Year(s) Of Engagement Activity 2019
 
Description Advisory committee meeting in Ghana - 22 March 2019 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact The committee received a report from our teaching activities, and made some inputs to help improve our delivery. This led to participation in the National Consultative Forum on the Recognition and Enacting into Law of Ghanaian Sign Language as an Official Language in Accra on 26th June 2019. The Ghanaian Co-Investigator was the invited keynote speaker and underscored the fact that the best way to get legislation on Ghanaian Sign Language is to demonstrate that there is a viable methodology for teaching using sign language. He presented the P2P Deaf Multiliteracies Project methodology and its interim outcome to demonstrate this viability.
Year(s) Of Engagement Activity 2019
 
Description Advisory committee meeting in Uganda - 12 June 2019 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact In line with research question 4 ('What are challenges in education policy negatively affecting literacy development among deaf children and how can we overcome them?'), a project advisory committee was established comprising individuals representing different institutions and ministries. The first advisory committee meeting was held on 12 June 2019. The Terms of Reference (ToR) for the committee were agreed and members suggested the addition of representatives from development partners such as UNICEF, CONCERN Uganda, Sight Saver, FENU (Forum for Education Network) and the Ministry of Education and Sports. The members agreed several action points including for UNAD to establish a programme on early childhood development for the deaf, work with the Minister of Health on interventions for deaf children, and set up a high-level meeting with between UNAD and Kyambogo University to utilise each other's expertise. The research assistant gave a presentation about the follow-on impact project focussing on developing and implementing a curriculum for deaf language and literacy trainers.
Year(s) Of Engagement Activity 2019
 
Description Collaboratory workshop in Haryana, India - 12 Dec 2019 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact On 12 Dec 2019, a collaboratory workshop was held in Rohtak, Haryana. The participants explored the need for Deaf-led deaf education in India, and how Deaf-led educational models could be implemented. The workshop was held in Indian Sign Language, and any signers with an interest in these issues was welcome to attend. Two Deaf experts held a panel discussion on how bilingual institutions should network; how to overcome barriers; how to form a Deaf-led training structure; how to improve the use of data in deaf education; and how Indian deaf associations can become involved in Deaf education.
Year(s) Of Engagement Activity 2019
URL https://www.facebook.com/P2Pdeaf/videos/538897693363867/
 
Description Collaboratory workshop in Nepal 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact The Nepal collaboratory was hosted by National Federation of the Deaf in Nepal and organised by the Delhi Foundation of Deaf Women and Rural Lifeline Trust in India. Participants discussed teaching Nepali Sign Language and literacy, training teachers, and access to university education and employment. Plans were made for further India-Nepal collaborations through the Deaf Multiliteracies work.
Year(s) Of Engagement Activity 2019
 
Description Collaboratory workshop on bilingual teaching and learning with sign language and literacy 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Third sector organisations
Results and Impact The aim of this workshop was to support teaching and learning where Indian Sign Language is used alongside reading and writing, as part of the research project which aims to test innovative models of education. The workshop will addressed the questions where we can find good bilingual teaching and learning initiatives in India that use sign language and literacy, and how such initiatives and programmes could work together to support each other? This event was not a conventional workshop but followed the recent framework of a "collaborator". Participants were working together actively to create a shortlist of ideas for positive actions, and then formed teams to work on selected project ideas. This led to several concrete work plans for future implementable ideas.
Year(s) Of Engagement Activity 2017
URL https://islandscentre.wordpress.com/2018/01/15/deaf-multiliteracies-outcomes-from-our-first-collabor...
 
Description Conference paper entitled 'Peer to Peer Multiliteracies: a new concept of accessibility' (British Association for Applied Linguistics Conference) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Gillen, Julia, Ulrike Zeshan, Sibaji Panda, & Uta Papen (2019) Peer to Peer Multiliteracies: a new concept of accessibility. Paper presented at British Association for Applied Linguistics Conference 2019: Broadening the Horizons of Applied Linguistics, Manchester Metropolitan University, 29-31 August.
Year(s) Of Engagement Activity 2019
URL https://www2.mmu.ac.uk/education/baal/
 
Description Deaf Education in Uganda including Multiliteracies Work 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact The research assistant and peer tutors from Uganda gave a presentation at the International Conference on Deaf Education in Haryana, India, which was held on 11-12 December 2019.
Year(s) Of Engagement Activity 2019
URL https://www.hindustantimes.com/education/conference-on-quality-education-for-deaf-to-be-held-in-hary...
 
Description First Indian collaboratory workshop in Bhubaneshwar 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Third sector organisations
Results and Impact 'Collaboratory' is short for 'collaboration laboratory', and means a flexible, multiple-stakeholder event aimed at producing creative ideas and solutions through active cooperation. Participants explored ways to support teaching and learning that uses Indian Sign Language (ISL) alongside reading and writing, in concert with our project's aim of testing innovative models of education. Specifically, the collaboratory focussed on questions such as 'Where can we find good bilingual teaching and learning initiatives in India that use sign language and literacy? What are the policies that relate to bilingual education, and how can we use them to create positive change?' Some of the ideas that the participants generated were:
-Make teaching and learning materials in ISL. Provide our bespoke Sign Language to English by the Deaf (SLEND) platform to NGOs. Collect bilingual ideas from around India and share them.
-Lobby government to employ deaf peer teachers in rural Odisha. Create a deaf peer education centre in Odisha and interface with 30 districts.
-Create contacts and involvement between deaf associations (adults) and deaf children. Hold a state-level conference for deaf students every year. Encourage parents of deaf children to learn ISL.
Year(s) Of Engagement Activity 2017
URL https://islandscentre.wordpress.com/2018/01/15/deaf-multiliteracies-outcomes-from-our-first-collabor...
 
Description First collaboratory workshop on Peer to Peer Deaf Multiliteracies in Burundi 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Third sector organisations
Results and Impact Lead by a project member from Uganda, 19 Burundian participants from local deaf communities participated and received information about the Peer to Peer Deaf Multiliteracies project, its aims and methods. The participants contributed ethnographic information about their use of literacies, and discussed their learning situation, aspirations, and possible future collaboration.
Year(s) Of Engagement Activity 2018
 
Description First collaboratory workshop on Peer to Peer Deaf Multiliteracies in Ghana 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Third sector organisations
Results and Impact 40 participants brainstormed deas of finding innovative ways of teaching literacies to the Deaf in Ghana since the current modes of teaching and learning for them are not yielding good results. Stakeholders across sectors including the National Association of the Deaf, the Special Education Division of the Ghana Education Service, Heads of The Senior High /Technical School for the Deaf and the Demonstration School for the Deaf, the University of Ghana, 3SL (a Deaf Youth empowerment foundation), have agreed to serve on the Advisory Committee.
Year(s) Of Engagement Activity 2018
 
Description First collaboratory workshop on Peer to Peer Deaf Multiliteracies in Uganda 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Third sector organisations
Results and Impact The Collaboratory workshop was held on 31/5/2018 with the them ''Literacy development for deaf children in Uganda: challenges and the way forward''. 34 participants were introduced to the aims and methods of the Peer to Peer Deaf Multiliteracies project. The project team collected ideas from participants on how to develop the project further, and recruited some members to serve on the Advisory Committee. The Uganda National Examination Board (UNEB) is consulting the project partner organisatio Uganda National Association of the Deaf about deploying more sign language interpreters for the deaf during national examinations.
Year(s) Of Engagement Activity 2018
 
Description Indian Sign Language fair 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Schools
Results and Impact Deaf literacy learners with their peer tutor created posters for exhibition at the Indian Sign Language fair held at Indore Bilingual Academy (IDBA) in February 2019. Hearing visitors and deaf IDBA students improved their knowledge of deaf culture and community, and how deaf people learn through sign language.
Year(s) Of Engagement Activity 2019
 
Description International conference on deaf education in India 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact The "International conference on Deaf Education- Challenges and way forward" took place at SUPVA, Rohtak, Haryana (India) on December 10 -11, 2019 with 220 participants.
The conference was co-organised and supported by our research project and project and the Indian consultant to the project was the organising secretary for the conference.
Year(s) Of Engagement Activity 2019
 
Description Invited talk (Manchester), 'Children as Storymakers' - 24 June 2020 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Postgraduate students
Results and Impact Gillen was an invited online speaker at the Language and Literacy Research Group, Education and Social Research Institute, Manchester Metropolitan University. Her talk was entitled 'Children as Storymakers: the challenges and rewards of transplanting an intervention across contexts in our Deaf Multiliteracies project'.
Year(s) Of Engagement Activity 2020
URL https://www.mmu.ac.uk/esri/news-and-events/events/detail/index.php?id=13349
 
Description Keynote presentation "Enriching children's learning and lives through multiliteracies" at "The Joy of Learning Multiliteracy" seminar for early childhood educators, Helsinki, Finland 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact The presentation was part of a day event in Helsinki, FInland, aimed at informing and providing Continuing Professional Development to early childhood educators about multiliteracies.
Year(s) Of Engagement Activity 2018
URL http://www.monilukutaito.com/en/blog/76/moi_seminaari-20112018-klo-13_18
 
Description Online presentation at MOSAIC Group for Research on Multilingualism seminar series, University of Birmingham, 17 February 2021 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Postgraduate students
Results and Impact This was an online presentation by Uta Papen entitled 'Real literacies, multiliteracies and deaf literacies: Creative adaptations and challenges of an international education project'. It was part of the seminar series for the MOSAIC Group for Research on Multilingualism seminar series at the University of Birmingham. It took place on 17 February 2021 and was attended by 57 people.
Year(s) Of Engagement Activity 2021
URL https://www.birmingham.ac.uk/schools/education/research/mosaic/events/uta-papen.aspx
 
Description Online workshop about language and literacy trainers' course - 22-23 January 2021 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact The project team organized an online workshop on Zoom for two days with 15 deaf participants, including deaf teachers, deaf organisations, and deaf school stakeholders and alumni. This workshop was focussed on the curriculum for progressing the accreditation for deaf language and literacy trainers, how to implement the course, and use of the Moodle platform to access visual materials. The participants offered suggestions and ideas for improving the curriculum and online platform. They said that they want to discuss the feedback and online platform further after the platform is updated.
Year(s) Of Engagement Activity 2021
URL https://www.facebook.com/P2Pdeaf/videos/1080103719083173
 
Description Participation in national symposium on Ugandan Sign Language in Mbale District, Uganda 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Third sector organisations
Results and Impact 150 participants attended the national symposium on Ugandan Sign Language in Mbale District, Uganda, as part of the international week of the deaf. The project's Research Assistant was among the panelists and highlighted the research into deaf 'multiliteracies' and the need for early sign language development amongst deaf children. The project team also participated in the International week of the Deaf which took placein conjunction with the symposium, and a project banner was on display with 2,000 people in attendance.
Year(s) Of Engagement Activity 2018
 
Description Presentation at the 12th Odisha Deaf Awareness Symposium-2017 & 25th Silver Jubilee Celebration of Kalahandi District Association of the Deaf, Odisha, India. 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Third sector organisations
Results and Impact 250 participants from all over the state of Odisha received information about research approaches to literacy and multi-literacies development with deaf sign language users. Two team members gave a presentation on "Peer to Peer Deaf Multitliteracies Project". As the presentation was given in Indian Sign Language, this was a rare opportunity for the deaf participants to receive an up-to-date briefing about research in an accessible language.
Year(s) Of Engagement Activity 2017
 
Description Presentation at the National Conference on Education, Human Rights, Advocacy and Women Empowerment for the Deaf, Rourkela, India 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Third sector organisations
Results and Impact A project member presented on "Peer to Peer Deaf Literacy Pilot and Peer to Peer Deaf Multiliteracies Project". 400 participants from all over India received information about research approaches to literacy and multi-literacies development with deaf sign language users. As the presentation was given in Indian Sign Language, this was a rare opportunity for the deaf participants to receive an up-to-date briefing about research in an accessible language.
Year(s) Of Engagement Activity 2018
 
Description Presentation on transdisciplinary learning with deaf primary school children at the National Convention of Educators of the Deaf (NCED) in India 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact Peer tutors Ankit Vishwakarma and Nirav Pal gave a presentation on transdisciplinary learning with deaf primary school children at the National Convention of Educators of the Deaf (NCED), which was held on 5-8 February 2020 in Vadodara, Gujarat.
Year(s) Of Engagement Activity 2020
URL http://ncedindia.in/files/documents/0f2565a1-ff68-4e58-bc6b-db3c77674557.pdf
 
Description Project launch event for "Peer to Peer Deaf Multiliteracies" in New Delhi, India. 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Other audiences
Results and Impact The project launch event included presentations and a screening of the pilot project's documentary movie "Deaf literacy from the grassroots". It was attended by 150 participants from a mix of different backgrounds, from different parts of India as well as Uganda, Ghana, and the UK. The launch event was followed by a meeting of the project's Indian Advisory Committee.
Year(s) Of Engagement Activity 2017
URL https://islandscentre.wordpress.com/2017/09/20/transforming-deaf-learners-multiliteracies-into-susta...
 
Description Second collaboratory workshop in Burundi - 29 November 2019 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact The second collaboratory workshop in Burundi took place on 29 November 2019 in Bujumbura and attracted many different stakeholders such as teachers, members of the deaf community, and representatives from the Ministry of Education and NGOs. Participants were led around the hall and shown a variety of posters about the project. The research assistant together with volunteers from Burundi explained the posters with the aid of an interpreter. The participants engaged in group work to discuss barriers and possible solutions for deaf children's literacy development. Emphasis was on institutional policies, best practices, available initiatives, and the student-teacher relationship. The participants agreed on the need for an Education of the Deaf Advisory Team. A nine-member team was formed, who will work in close collaboration with the Burundi National Association of the Deaf and stakeholders to improve deaf education and share information about the developments with the project partners in Uganda.
Year(s) Of Engagement Activity 2019
 
Description Second collaboratory workshop in Uganda - 23 August 2019 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact The second collaboratory workshop in Uganda was held on 23 August 2019 at the resource centre of the Uganda National Association of the Deaf, in Kampala. The theme of the workshop was 'Literacy development for deaf children in Uganda: Issues within an English classroom'. Following poster presentations and group discussions, the participants made several suggestions including the following: advocate for changes in the curriculum; utilise support and supervision from the Ministry of Education; generate more pre-test and teaching materials; provide greater incentives for teachers; continuously assess learners; involve stakeholders in planning, implementing and monitoring the programmes; improve refresher courses in sign language and teaching methods; engage parents and children in grammar learning; and involve learners in material development.
Year(s) Of Engagement Activity 2019
 
Description Third collaboratory workshop in Ghana 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact The 3rd collaboratory workshop took place on 29 November 2019 at La Maison Française Conference Room on the University of Ghana campus. Among the participants were 15 teachers from three deaf schools, and the Executive Director of the Ghana National Association of the Deaf. Pre-recorded sessions for both children and adult classes were presented to them. After watching the sessions, participants broke into groups, ensuring that there was a good mix of the teachers and other participants and discussed the methodology. They were guided by the following thematic issues: a) Whether they think our methodology is appropriate for the literacy development of deaf learners; and b) The training of peer tutors, how this should be done, and who should be involved in it. Each group then gave a presentation about their views. ICT was pinpointed by all the groups as a possible challenge to the roll out of the methodology.
Year(s) Of Engagement Activity 2019
 
Description Third collaboratory workshop in Ghana - 29 Nov 2019 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact After video presentations about teaching approaches for both children and young adults, participants divided into task groups and discussed how the approach could be taken forward within educational systems, e.g by training more peer teachers or linking activities with the formal curriculum.
Year(s) Of Engagement Activity 2019
 
Description Working with the Project Advisory Committee in Ghana 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact The Advisory Committee to provide guidance and make necessary inputs to the implementation of the research by the team has been constituted: it's membership includes the Executive Director of the Ghana National Association of the Deaf, a Representative from the Special Education Division of the Ghana Education Service- the sector unit responsible for Special Education within the Ghana Education Service, the Heads of the Senior High/Technical School for the Deaf and the Demonstration School for the Deaf, 3SL Foundation- a youth Deaf advocacy group, a Lawyer, a Linguist, and an Audiologist.The Committee had its first meeting in September 2018 and will be meeting regularly.
Year(s) Of Engagement Activity 2018
 
Description Working with the Project Advisory Committee in Uganda 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact A project task group at Makerere University and Uganda National Association of the Deaf has worked to constitute the Advisory Committee for this project. Modalities were agreed for hosting the inaugural Advisory Committee meeting in March 2019. The Makerere University Co-Investigator engaged with key government officials at the Ministry of Gender and Disabilities in Kampala. They worked on a collaboration framework to share information on education policy for persons with disabilities (especially the deaf), and one government official was appointed to serve on the Advisory committee of the Deaf Multiliteracies project. The Advisory Committee will meet regularly from March 2019 onwards.
Year(s) Of Engagement Activity 2018,2019
 
Description Workshop "Raising learning outcomes in diverse contexts in India" 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Researchers from nine India-based projects belonging to the same research programme met for a one day workshop with education professionals, third sector organisations, And academics from outside the research programme in order to discuss recommendations for the Indian educational system arising from the research. A policy paper with contributions from all projects was printed and distributed during and after the workshop.
Year(s) Of Engagement Activity 2019
 
Description Workshop entitled 'Peer to Peer Deaf Multiliteracies: Project design' 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact This workshop, entitled 'Peer to Peer Deaf Multiliteracies: project design', was led by co-Is Julia Gillen and Uta Papen at the first international conference on literacy as social practice at the University of Seville on 11-12 June 2019.
Year(s) Of Engagement Activity 2019
URL https://eera-ecer.de/other-organisations-events/first-international-conference-literacy-as-social-pr...
 
Description Workshop entitled 'Peer to Peer Deaf Multiliteracies: The Real Literacies Approach' 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact This workshop, entitled 'Peer to Peer Deaf Multiliteracies: The Real Literacies Approach', was led by co-Is Uta Papen and Julia Gillen at the first international conference on literacy as social practice at the University of Seville on 11-12 June 2019.
Year(s) Of Engagement Activity 2019
URL https://eera-ecer.de/other-organisations-events/first-international-conference-literacy-as-social-pr...
 
Description second collaboratory workshop in Ghana - 10th May 2019 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Third sector organisations
Results and Impact Deaf community members, students, and practitioners were informed about the project's achievements and methodologies. At the second workshop, students from our learner groups became actively involved and presented their experiences with the program to the audience.
Year(s) Of Engagement Activity 2019