In our country, hearing impaired individuals are educated by using "Natural Auditory-Verbal Approach" and most of them are deprived of many concepts and information that are generally known. Few of the hearing impaired students who graduated from primary schools can understand written documents as well as their peers. The vast majority of them do not have the competence to form sentence patterns to express themselves. In the ongoing process, these students continue to vocational high schools for the hearing impaired or they are taken to inclusive education in vocational high schools. Students in the inclusive education program only attend the same class as hearing students and cannot receive any additional educational support.
The situation is not different in vocational high schools for the hearing impaired. The language development of hearing impaired students is negligible, but spoken language is still used. The vocational training that will enable students to be employed in a job is very insufficient. Hereby, hearing impaired students graduate from high schools without having the language skills to read and understand a newspaper.
There are around 1 million deaf people in Europe, facing a much lower employment rate and participation rate in higher education than non-disabled people. The main reason is the lack of quality and continuous education available in sign language. Therefore, deaf people earn a significantly lower income, and suffer from social exclusion and isolation (https://cordis.europa.eu/project/id/762003/reporting.In our country, the rate of those who graduated from any higher education institution (including associate degree) among the hearing impaired is 1.9%. It is 0.9% in those with no hearing and speaking ability. Considering that this rate is 0.5% in mentally handicapped people, it will be understood that these results obtained with the current education system are desperate. Students who receive vocational training under the conditions mentioned above are also unsuccessful in business life. According to the data of the Turkish Employment Agency, it can be seen that only 5% of the hearing impaired work and they are unskilled workers (Turkish Disability Survey, 2002).
Our project should be granted because we believe that we will produce simple but effective solutions to the problems we have mentioned above. To this end;
• We will prepare the Financial Literacy vocational training curriculum for hearing impaired individuals,
• We will determine the Financial Literacy readiness levels of hearing impaired individuals,
• We will prepare financial literacy distance education digital contents for the vocational training of the hearing impaired in their native language (sign language),
• We will prepare a Financial Literacy sign language glossary of terms.
The situation is not different in vocational high schools for the hearing impaired. The language development of hearing impaired students is negligible, but spoken language is still used. The vocational training that will enable students to be employed in a job is very insufficient. Hereby, hearing impaired students graduate from high schools without having the language skills to read and understand a newspaper.
There are around 1 million deaf people in Europe, facing a much lower employment rate and participation rate in higher education than non-disabled people. The main reason is the lack of quality and continuous education available in sign language. Therefore, deaf people earn a significantly lower income, and suffer from social exclusion and isolation (https://cordis.europa.eu/project/id/762003/reporting.In our country, the rate of those who graduated from any higher education institution (including associate degree) among the hearing impaired is 1.9%. It is 0.9% in those with no hearing and speaking ability. Considering that this rate is 0.5% in mentally handicapped people, it will be understood that these results obtained with the current education system are desperate. Students who receive vocational training under the conditions mentioned above are also unsuccessful in business life. According to the data of the Turkish Employment Agency, it can be seen that only 5% of the hearing impaired work and they are unskilled workers (Turkish Disability Survey, 2002).
Our project should be granted because we believe that we will produce simple but effective solutions to the problems we have mentioned above. To this end;
• We will prepare the Financial Literacy vocational training curriculum for hearing impaired individuals,
• We will determine the Financial Literacy readiness levels of hearing impaired individuals,
• We will prepare financial literacy distance education digital contents for the vocational training of the hearing impaired in their native language (sign language),
• We will prepare a Financial Literacy sign language glossary of terms.
