THE EXPERIENCES OF DEAF YOUNG PEOPLE IN HIGHER EDUCATION IN SAUDI ARABIA

Abstract

This qualitative research study sought to critically explore the experiences and inclusion of deaf young people in higher education (HE) in Saudi Arabia (SA). It specifically focused on investigating how well-supported deaf young people were in HE, how well-supported they were to transition into HE, how inclusive the environment was for them, and also how prepared they were to be independent learners in a HE setting. The present study draws upon on a nested case study into the experiences of deaf young people, and the analysis is focused on semi-structured interviews, observation, and documentary evidence with 30 participants from three higher education institutions (HEIs) in Saudi Arabia, including deaf young people from these institutions, student support staff who work with deaf young people, academic staff, and lecturers. This research applied two interconnected theoretical models, in which they offered an in-depth comprehension of the process of personal development of deaf young people in HE in SA. The first model is the ‘bioecological model of human development’(Bronfenbrenner, 1977), which provides a holistic perspective of their development, acknowledging their unique characteristics (e.g., the nature of hearing loss) and the context in which they sit (e.g., the HE environment in SA), including interpreting how their personal characteristics and prior life experiences can influence their experiences in higher education. The second is the ‘dual access model’ (McLinden and Douglas, 2014), which suggests an appropriate balance of inclusive access to HE ‘access to learning’, for example, through ensuring that the environment in which deaf young people are situated is structured in a way that promotes their learning and involves guided support, as well as supporting them to develop independence skills ‘learning to access’ (e.g., self-advocacy and access to technology). The research study indicated that higher education institutions face intricate challenges with regards to making the necessary modifications that allow deaf young people to fully participate in HE. The study also found important policy factors, including barriers to access to higher education for deaf young people due to restricted opportunities and admission to specific institutions and majors. These undoubtedly demonstrate a lack of sufficient understanding of inclusive practice for deaf young people in HE institutions in Saudi Arabia that remains in stages of development and requires ongoing development to address many different challenges. The current research thus revealed the complexities of deaf young people's inclusive experiences in higher education. It might be argued that a part of their complexity was derived from poor transition support into higher education while they were in compulsory education. Therefore, the study used the findings to provide a set of suggested guidelines that intend to assist policy makers in Saudi Arabia and higher education providers in comprehending ways they can work effectively to promote an inclusive and beneficial experience for young people with disabilities, as well as guaranteeing that those learners receive the support they require to access and achieve success in learning.