LGP@P.PORTO — Equity and excellence in quality higher education

For a deaf student whose first language is Portuguese Sign Language (LGP), access to a presentation written in Portuguese does not necessarily mean access to its content in the best conditions for learning. When LGP is absent from study materials, language can become an additional barrier to understanding concepts.

LGP@P.PORTO seeks to reduce this barrier in a specific setting: the theoretical classes of the Databases course in ISEP’s undergraduate degree in Computer Engineering. The challenge is to make the same content available in Portuguese and LGP through a process that educators can integrate into the preparation of their teaching materials.

The practice aims to create conditions in which deaf students whose first language is LGP can:

• Access Database course content in LGP alongside the materials used in class.
• Understand subject content with less exclusive reliance on written Portuguese.
• Benefit from more equitable learning opportunities, with access to the same information available to hearing peers.

The proposal focuses on making content linguistically accessible in support of learning within the course.

The practice recognises LGP as a language of access to knowledge and treats the preparation of educational materials as part of inclusion. Providing content in two languages addresses students’ linguistic diversity while keeping the translation connected to the materials used in class.

Its technological basis is VirtualSign®, developed by GILT — Games Interaction and Learning Technology. This technology supports translation between Portuguese and LGP and can generate videos in which a 3D avatar presents the signed version of a text.

Its educational use combines technology with educators’ review of subject content and collaboration with LGP specialists. Ease of use and translation quality are central: automation needs to be accompanied by verification steps.

The starting point is the PowerPoint presentations used in theoretical Database classes. The proposal organises the creation of bilingual versions into four steps:

1. Prepare the Portuguese content. Review the text to be translated and identify the material to include in the bilingual presentation.
2. Obtain the gloss. Generate the sequence of LGP terms corresponding to the Portuguese content, preparing it for the signed version.
3. Produce the LGP videos. Use VirtualSign® to create short videos featuring a 3D avatar, using the gloss generator, sign configurator and video generator.
4. Integrate and verify. Attach the videos to the original teaching materials and check the quality of both content and translation, with the involvement of the educator and LGP specialists.

Producing bilingual presentations serves as a proof of concept and an opportunity to validate the method and tools. The plan includes intermediate user checkpoints and a short guide in Portuguese and English to help other educators use the process.

Creating the resources requires a computer with internet access. Students need a device capable of playing video, such as a phone or laptop, to use them.

Linguistic accessibility also extends to assessment. The approach envisages making examination questions and instructions for other assessment tasks available in LGP, so that deaf students can understand what is being asked in their first language.

This practice’s specific contribution is to make instructions accessible, reducing linguistic barriers to accessing assessment tasks.

Expected outputs include a method for producing bilingual resources, a user guide in Portuguese and English, access to the VirtualSign® tools and Database presentations with LGP videos. An initial target of five bilingual resources was set.

The proof of concept is intended to establish whether the process is easy to use and preserves the quality of content and translation. The production experience should help identify adjustments needed before extending the approach to other courses.

Project evaluation is planned to track the resources produced, interest from other educators and institutions, and dissemination activities. The intended educational effect is better access to content and more equitable learning opportunities.

Start with a small set of materials from one course, such as a presentation on a clearly defined topic. Review the Portuguese content before translating it and involve LGP specialists in checking the signed version.

Keep the same sequence: prepare the text, obtain the gloss, generate the videos and integrate them into the original material. Include validation points throughout the process rather than leaving all review until the end.

Before extending its use, check that students can access the videos on their available devices. Share a short process guide and examples of bilingual resources with other educators. The approach was designed to be applicable across subject areas; adaptation should preserve the accuracy of both subject content and LGP.

Preparing the practice brings together the following resources:

• Source materials: Portuguese PowerPoint presentations from theoretical Database classes.
• Translation tools: the VirtualSign® gloss generator, LGP sign configurator and video generator.
• Bilingual materials: presentations combining Portuguese content with short LGP videos produced by a 3D avatar.
• Planned support guide: brief instructions in Portuguese and English to help educators produce the resources.
• Equipment: a computer with internet access to prepare materials and a video-capable device to view them.

Collaboration with LGP specialists supports the quality and accuracy of the translations.