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-In this paper we present the overall study that includes the model developed (VS Model) and the experiences performed, with an automatic bidirectional sign language translator, between written and sign language, which is being supervised by the research group GILT (Graphics, interaction & learning technologies) under the frame of a national project called Virtual Sign (VS project). This project aims to develop and evaluate a model that facilitates access for the deaf and hearing impaired to digital content -in particular the educational content and learning objects -creating the conditions for greater social inclusion of deaf and hearing impaired people. Access to digital content will be supported by an automatic translator between Portuguese Writing (LEP) and Portuguese Sign Language (LGP) supported by an interaction model.

To communicate is the deepest will of every human being since their very first minute of existence, as communication is what makes human beings really feel part of a whole. One of the most transversal, barrier-dropper, and universal ways of communicating is creating art. Having that assumption in mind, this paper introduces a proposal for combining technology and arts production using an online educational Community of Practice aimed at encouraging communication and collaboration between blind/low vision individuals and deaf/hearing impaired individuals having the creation of digital artworks using a technologically developed collaborative environment. To provide a framework for this challenge, this study provides a review of concepts and examples related to the art practices from an inclusive point of view, to inclusive design, and to the essential features of reliable Communities of Practice. Furthermore, the proposal for developing a collaborative environment for creating digital artworks, combining the best practices and features of the analyzed examples, targeting at the blind and deaf communities is described as well as the evaluation modelthe Quantitative Evaluation Frameworkto be used to assess this creative learning and communication environment.

Virtual and Augmented Reality systems offer different ways to immerse users in educational simulations, where they can apply and practice theoretical concepts by interacting with the environment. Therefore these systems can support the Experiential Learning theory that proposes using experiences as the basis for observation, reflection, abstract conceptualization and knowledge construction. In this article, we describe a methodology for integrating these environments in educational engineering settings, providing new and innovative learning methods that reinforce specific competencies, abilities and skills that engineers are required to have. To ensure the effectiveness of this methodology through a rigorous and systematic evaluation process we use QEF, a quantitative evaluation framework. The initial results showed that these tools are effective and students are keen to use it.

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