Accommodations quality for students who are d/Deaf or hard of hearing

Evaluating the accessibility of higher education programs for deaf and hard of hearing students in the Arab countries

The opportunity to pursue higher education (HE) can greatly affect an individual's success in later life, but students who are Deaf or Hard of Hearing (DHH) face different challenges than their hearing peers when seeking a university degree. In addition, the acquisition of HE is more significant for this population as it can provide these learners with opportunities to develop skills that improve their ability to integrate into the overall hearing society. We investigated HE programs in the context of DHH students in Arab countries through mixed methods research that employed exploratory sequential design. The target Universities were eight of the top 10 Arab region universities, as ranked by Quacquarelli Symonds (QS) for 2022. We examined documents and interviewed 12 administrators at the eight institutions. In addition, 34 faculty members at the universities participated in a survey designed to obtain their perceptions regarding existing provisions for DHH students. Our investigation found that some Arab universities have recently launched programs to support DHH students in higher education. However, while Hard-of-Hearing (HoH) students are admitted to most Arab universities in various academic disciplines on an equal basis with their hearing peers, deaf students are only admitted to a few universities, are limited in the majors they are permitted to consider, and their admission is only allowed under strict conditions. From administrators, we found Arab countries have established only moderate requirements for HE programs regarding admitting and accommodating the DHH. Accordingly, we propose a set of mechanisms to improve such programs for DHH students in Arab countries to advance the educational opportunities for this population and establish recommendations on how to improve deaf education overall.

Effect of video tutorial delivery method on D/HH students’ content comprehension

Introduction

Using video tutorials to deliver instructional content has become common practices nowadays. However, it is required to investigate how to implement new methods to deliver instructional content to deaf students to ensure success of their learning and reduce their reliance on personnel support or consultation from hearing peers. Therefore, and in light of cognitive theory of multimedia learning, this study experimented three different video tutorial methods to deliver instructional content that are tailored to deaf students’ learning needs. The three methods included: (a) sign language only, (b) captioned text only, and (c) sign language and captioned text combined.

Methods

The study applied a mixed methods research design using pretest-posttest quasi-experimental design (tests scores) and qualitative research design (interviews). Fifty-four undergraduate deaf students from a large university in Saudi Arabia participated in this study, and of those participants, fifteen deaf students participated in semistructured interviews.

Results and discussion

One-way analysis of variance results showed that using video tutorial that presents declarative content with captions only was significantly effective in comparison with the other methods. While the video tutorial that presents procedural content with sign language only was significantly effective in comparison with the other methods. Interview results confirmed the quantitative results. Practical and theoretical implications are discussed.

A rapid review of the effect of assistive technology on the educational performance of students with impaired hearing

Purpose: To review the knowledge base regarding assistive technology (AT) and the education of people with a hearing impairment. Also, evaluating to what extent has the use and/or impact of AT for individuals with a hearing impairment been determined through evidence-based research in post-school education.Materials and method: Literature pertaining to the effect of AT on the educational performance of students with impaired hearing in the post-school sector was examined for the period from 1998 to 2018 (20 years). A total of 477 articles that contained evidence-based research and reports on the effect of AT in practice were located and reviewed.Results: It was found that, of the 20 studies that met all the inclusion criteria, only seven provided promising, evidence-based reports on the impact of assistive hearing technology on educational performance.Conclusion: This review concluded that the limited research speaks to the positive impact of AT on educational outcomes. Additionally, for students with a hearing impairment to be able to receive high-quality AT that will enhance their educational success, more evidence-based research on the efficacy of hearing AT needs to be conducted, especially as newer technologies emerge in this technological era.Implications for rehabilitationThe use of appropriate hearing assistive technology (AT) is a key facilitator within the educational environment and has a positive impact on the educational outcomes for students studying at college or university.This rapid review revealed the need to develop a body of scientifically based research that examines the relationship between academic achievement of participation by deaf learners and the use of AT - this is needed to develop a more comprehensive understanding of the benefits and limitations of educational technologies, especially as newer technologies emerge in this technological era.This study further highlights the need for more concrete research on the effectiveness of hearing-related AT so that the case can be made for students with hearing impairment to receive high quality, appropriate AT that will enhance their educational success.Ultimately, it is hoped that this article elicits the need for much more investigation into this topic to work towards finding solutions that lead to increased participation of deaf learners in the higher education arena, as well as providing evidence-based results to inform future policy and practice.