Teachers’ obstacles and supports in distance learning education for students who are deaf and hard of hearing in the Kingdom of Saudi Arabia

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2025-08-11 DOI:10.1016/j.ridd.2025.105086

Abdulaziz Abdullah Alqahtani

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引用次数: 0

Abstract

Background

This study investigated teachers’ perceptions of the obstacles facing students who are deaf or hard of hearing (DHH) and the support they believe is needed to overcome these obstacles in the Kingdom of Saudi Arabia (KSA).

Methods

A cross-sectional survey design was employed, and sixty-eight teachers from all educational stages were surveyed. The survey focused on four areas: platforms, communication, teaching, training, and collaboration. Data were collected using the Saudi Arabian Teachers in Deaf Education (SSAT) questionnaire and analyzed using a combination of descriptive and inferential statistical methods, including factor analysis, an independent sample test, and a one-way ANOVA test.

Results

The findings indicated that most teachers of DHH students reported all four areas as barriers in distance learning. Also indicated that teachers have a great need for support, assistance and training in all areas related to distance learning education, namely technical support, professional development and collaboration. Additionally, a higher level of obstacles in distance learning education was reported among teachers who use a single method of communication with students (sign language or spoken language) compared to those who use multiple methods (total communication). There was also a higher level of obstacles among those teachers with lower training levels in all the aforementioned areas except for teaching, while no differences in obstacles were found among teachers based on the degree of disability of their students (from deaf to hard of hearing). It is thus recommended further support and training for teachers to ensure high-quality education for DHH students.

查看原文本刊更多论文

教师在沙特阿拉伯王国聋哑和听力障碍学生远程学习教育中的障碍和支持

本研究调查了沙特阿拉伯王国（KSA）教师对聋哑或听障学生（DHH）所面临障碍的看法，以及他们认为克服这些障碍所需的支持。方法采用横断面调查设计，对68名不同教育阶段的教师进行调查。调查集中在四个方面：平台、沟通、教学、培训和协作。使用沙特阿拉伯聋人教育教师（SSAT）问卷收集数据，并使用描述性和推断性统计相结合的方法进行分析，包括因子分析、独立样本检验和单因素方差分析。结果调查结果表明，大多数DHH学生的教师认为这四个方面是远程学习的障碍。还指出，教师在与远程学习教育有关的所有领域都非常需要支持、帮助和培训，即技术支持、专业发展和协作。此外，据报道，与使用多种方法（全面交流）的教师相比，使用单一方法（手语或口语）与学生交流的教师在远程学习教育中遇到的障碍更高。除教学外，培训水平较低的教师在上述所有领域的障碍程度也较高，而教师在学生残疾程度（从聋人到听障）上的障碍程度没有差异。因此，建议进一步支持和培训教师，以确保DHH学生获得高质量的教育。

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.