Communaiation way of hearing impaired people is sign language. The sign language of each country is different. Sign languages have a unique structure and grammatical rules. This structure and grammatical rules differ from the structure of the vowel language spoken in the same country. In short, sign language is not dependent on spoken language. The reason why deaf people have difficulty learning spoken languages in our country and in other countries is that sign languages are structurally very different from spoken languages (Dikyuva & Zeshan 2008). 

Educational programs in our country and around the world are prepared primarily for people who do not have any disabilities. Then, some precautions are taken and disabled people are included in these programs. In all trainings involving hearing impaired people, this approach is considered only as a sign language translation of the lesson being taught. Moreover, the translators who make this translation do not have professional and terminological knowledge about the field in which they are trained. This approach is inadequate and not acceptable for the hearing impaired.

Our project; It addresses the obstacles faced by deaf and hearing-impaired individuals in traffic and driver training. The results of our project for the hearing impaired, who have fewer opportunities compared to their peers, will encourage inclusion and access. It will contribute to the creation and/or expansion of inclusive environments in adult education. For these reasons, our project fits perfectly with "Inclusion and diversity in all fields of education, training, youth and sport", one of the HORIZONTAL priorities of the Erasmus+ program.

Within the scope of our project, flexible and learner-centered learning programs and materials will be developed for deaf and hearing-impaired individuals. It is based on individual learning, digital solutions and facilitating frameworks that also eliminate geographical and economic disadvantages. The results of our project will encourage and facilitate the participation of hearing-impaired adults in learning and enable their participation in education. Our project fully coincides with the priority of adult education: "increasing take-up and improving inclusiveness and accessibility of adult education".

​Our project will reveal the need to change the way adult education activities for the deaf and hearing impaired are implemented; It will produce sample teaching programs and materials on how it should be. It will complement traffic and driver training for hearing-impaired adults, enable them to access relevant learning throughout their lives, facilitate the identification of driver skills, and set an example for designing special learning offers for them. Our project is in line with the "Creating upskilling and reskilling pathways" priority of adult education.