The Consortium L@cces e-space campus: a tool which pools resources for the deaf and users of sign language, in early or advanced stages of training
Opened in 2013, the initiative of three founding universities - Blaise Pascal University in Clermont-Ferrand, Paris IV Sorbonne University and the University of Strasbourg - this digital e-space campus, which unites institutions of higher education and in-service training, has as its main objectives the pooling of educational and human resources to serve the deaf, and the development of French and other sign language learning: LSF (French Sign Language); BSL (British Sign language); ASL (American sign language). Its training modules (Introduction to French Sign language, or Improvers; Improving Written French for the Deaf; Preparation for DCL LSF (Diploma in LSF); CAPES LSF Preparation; Introduction to LSF for Teachers in Permanent Training) allow for distance learning (e-learning), or learning with a guardian/helper. The team of trainers is made up of qualified people (especially deaf teachers who hold CAPES in LSF) offering lessons based on the numerous LSF video clips, plus many educational activities which allow for individualised courses and interactive styles, for example by sending in homework from registered trainees, who then receive corrected versions.
The description of these training programmes can be seen at: http://www.lacces.univ-bpclermont.fr.
They received the European Language Label in 2014.
Training to facilitate or improve the learning of both languages, these being sign language and written French
The ease of access to this distance training, whatever the trainees' place of residence (anywhere across the whole territory), and the ability to follow them up at their own pace, without encroaching on their work schedules, are definite assets. The designers of these lessons and training courses took into account one of the major obstacles that many deaf people meet: their approximate command of written French. The instructions, the titles of the activities, and the initiative itself are all drafted in clear and precise French, which makes them easier to understand. The course to improve written French, designed in conjunction with DGLFLF (General Delegation for the French Language and the Languages of France) works progressively to identify and analyse the main language events which normally cause problems for the deaf, then by using repetitive exercises, to take them towards the correct forms. Every lesson is based on an LSF video clip setting out the context and, by surrounding the deaf trainee in his first language (LSF), gives him access to the written French which to him is a second language. In the same way, the preparation course for the DCL LSF attaches considerable importance to explaining the content of the examination, and clarifying all the instructions. These last, when not clearly understood, cause many mistakes. This improved accessibility facilitates learning, while at the same time reducing the part of the struggle which creates the feeling: "I'll never get there".
Resources to help with professional integration of the deaf
Deafness, the invisible handicap, is the source of many misunderstandings, prejudices and even fears. The deaf are not handicapped, once you realise that they have a language of their own, LSF. They are linguistically different from ordinary hearing people, which creates many difficulties in terms of communications. It is, therefore, the problem of communication which creates the handicap and it is the management of this situation which removes the obstacle (and considerably reduces the isolation and suffering of the deaf, too often undervalued by the hearing public), as many efforts have shown, as well as a certain number of people in the workplace. Careful thought beforehand, in advance of the job start date, ensures a proper appreciation of the job profile, as well as the making of arrangements to raise awareness among future colleagues and supervisory staff. The law of 11 February 2005 and the introduction of the LSF to the Department of Education's training programmes contributed, for their part, to the establishment of French Sign Language as a separate language. This was a significant matter for the deaf community, especially as more and more young hearing people began to learn LSF. This works towards the creation of a social link.
A common mistake exists in thinking that the deaf can only carry out manual tasks. We must be aware to what extent LSF can express anything: from the most subtle feelings to abstract concepts. The education of young deaf people, just as that of the hearing young, develops their skills and allows them to apply for any sort of job.
Obtaining the DCL LSF (which is bilingual, and equates competence in LSF to written French) is an asset on a CV. This diploma, officially recognised, is also a guarantee for the future employer.
The Consortium L@cces , by creating its Preparation for DCL LSF Course (for details of this exam, go to the official DCL website) wanted to offer the deaf a certificate of professional qualification. This has proved very useful in terms of developing jobs, according to former trainees. From now on, this training is the employer's financial responsibility.
Occupational integration of the deaf is possible, once negative prejudices fade, once hearing people changes their perception of the deaf, once deafness is de-mystified, and once institutions continue to remove obstacles, especially at the levels of education and the pursuit of studies in higher education.
Mireille Golaszewski - Honorary General Inspector at the Department of Education; Head of two successive Ministerial Missions (from 2005 till 2012) on the education of pupils with hearing handicaps
