Quality of higher education and self-determination for Deaf and hard-of-hearing students in Saudi Arabia

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2025-04-10 DOI:10.1016/j.ridd.2025.105008

Aseel S. Alsuhaibani, Sarah M. Albuzaid

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引用次数: 0

Abstract

Background

The United Nations Convention on the Rights of Persons with Disabilities and Saudi Arabia's Persons with Disabilities Rights Law guarantee the rights of individuals with disabilities to receive high-quality education. Therefore, Saudi Arabian higher education institutions have implemented programs specifically designed for Deaf and Hard-of-Hearing (DHH) students. According to the Quality Assurance Agency for Higher Education (2023), quality in higher education supports students in achieving positive learning and career outcomes. One form of support is the enhancement of self-determination skills, despite evidence of self-determination's role in facilitating success in higher education, research on deaf education has not explored this construct extensively.

Aim

This study explored the role of self-determination in enhancing the quality of higher education for DHH students according to the program’s staff’ perspectives. Furthermore, this study examines the opportunities provided to practice self-determination skills.

Methods

A qualitative approach was employed, involving semi-structured interviews with seven staff from six higher education institutes in Saudi Arabia.

Results

Inductive thematic analysis of the interview data revealed three key themes. First, interpreter scarcity hinders Deaf students' major selection, affecting their academic quality. Second, Deaf Role Models influence Deaf students' self-determination, thus affecting their academic quality. Finally, self-regulation was the least supported component of self-determination due to higher education institutes policies and support services.

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沙特阿拉伯失聪和听障学生的高等教育质量和自我决定

联合国《残疾人权利公约》和沙特阿拉伯《残疾人权利法》保障了残疾人接受高质量教育的权利。因此，沙特阿拉伯高等教育机构实施了专门为聋哑和听力障碍（DHH）学生设计的课程。根据高等教育质量保障局（2023年），高等教育质量支持学生取得积极的学习和职业成果。一种支持形式是自我决定技能的增强，尽管有证据表明自我决定在促进高等教育成功方面的作用，但对聋人教育的研究尚未广泛探索这一结构。目的本研究探讨自我决定在提高DHH学生高等教育质量中的作用。此外，本研究考察了提供练习自决技能的机会。方法采用定性研究方法，对来自沙特阿拉伯6所高等教育机构的7名工作人员进行半结构化访谈。结果对访谈数据进行归纳性主题分析，揭示出三个关键主题。首先，译员稀缺阻碍了聋人学生的专业选择，影响了他们的学习质量。第二，聋人榜样影响聋人学生的自我决定，从而影响他们的学习质量。最后，由于高等教育机构的政策和支持服务，自我调节是最不受支持的自决组成部分。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.