Youth with disability has professional needs just like their typically developed peers. Disabled individuals’ need of getting a profession and employment is a basic human right that has to be regarded with the principles of equality of opportunity and full inclusion. This fact has been emphasized in international platforms for many years. Naturally, hearing impaired individuals also have these same rights as a subgroup of disabled individuals. There are many international models and regulations organizing hearing-imparied youth’s vocational education and employment. These young people have been getting vocational education in areas which needs labor force and afterwards their employment has been granted by transition programmes. However, it is known that only 40% of disabled graduates could be provided with jobs. Another problem in vocational education of disabled people is that the fact that educational programmes of vocational schools of special education are not up-to-date and not oriented to answer the needs of profession areas with employment opportunities. Consequently, young graduates are having problems of employment; since their education programmes do not accord with the needs of the business world. The third problem is hearing-impaired young people’s inability to acquire occupational competence later in business life because of important problems encountered in social harmony, peer acceptance, participation in educational processes and academic success. When you add language and communication problems brought about by hearing disability and the negative attitude of employers against hearing-impaired people to the situation, employment of these young people is clearly a problematic area. The above mentioned problems are not only hampering employment of disabled people, they also should be regarded as obstacles for hearing-impaired young people to be productive and participate in social life as a whole. Since it is almost impossible to solve disabled people’s employment problems with a single project, construction sector’s need for qualified labor power and hearing-impaired youth’s potential to answer that need could be a solid base for solid steps to a real solution to this problem. This project, with reference to the abovementioned thoughts, aimed to develop and implement a vocational education program to train hearing-impaired young people as construction technicians and employ them in construction companies. Within this context, construction planning programs (Primavera, MS Project), quantity take-off calculations and bid documents preparation used in construction firms’ project offices are adapted and taught in a way that disabled young people can use. To realize that goal:- A vocational education program and modules are built- Vocational education and transition phases are implemented- These young people are employed as trainee in partner companies. A total of 6 people are employed as trainee in these companies- This employed group are monitored and majors are taken for their improvement. The vocational education program is tested among participants and employers in order to determine the effectiveness of the program. Based on the testing results, all participants and employers reported positive opinions on the training program. It could be said that this suggested project is an example model of a bridge involving vocational education and transition program with a perspective of “full inclusion” and “equality” and employment in partner countries. This model can be implemented not only for people with hearing disability but also for other subgroups of disabled people. As a result, realization of this project is an example model of building bridges between vocational education and employment in Turkey and reinforcing that bridge in international context.This project is formed of 7 partners from 4 different countries. The project is composed of ten work packages and these work packages are executed by Anadolu University (Turkey), AHENK Special Education and Rehabilitation Center (Turkey), TAV Construction (Turkey), University of Minho (Portugal), Liverpool John Moores University (United Kingdom), Vilnius College of Technologies and Design (Lithuania) and Erbil Project Consulting Engineering (Turkey). The partnership is a very successful one as it combines universities with social partners, engineering and construction companies from different countries of Europe allowing a large dissemination of our project all around Europe. The valorisation of the project are mainly through the products produced; eg. the manual and testing results of the vocational education program. As a vocational education program for hearing impaired youth, this project can be seen as an innovation because it offers professional competence, transitional plans, employment guarantee and monitoring process to support the full participation of disabled people in society and it regards all of these phases as a whole.