A Qualitative Inquiry into the Experience of Teachers of the Deaf in Saudi Arabia

Abstract

This thesis explored the roles and responsibilities of Teachers of the Deaf (ToDS) in Saudi Arabia. It draws from the experiences ToDS, Head Teachers (HT), and Educational Supervisors (ES) to understand their role's nature, scope, requirements, competencies and skills, and views of their students’ needs. The study was located in three schools in the Qassim province, including a specialised school for the deaf for primary and intermediate students, a mainstream primary school, and a mainstream high school. A total of 25 participants took part in the study: 25 ToDS, three Head teachers and two Educational supervisors. The research adopted a qualitative design and methodology and was guided by Bronfenbrenner’s ecological system model. Focus groups, semi-structured interviews and observations were employed as the methods of data collection. The findings suggested that ToDS, HT and ES were doing their best to meet the needs of Deaf Students (DS) but were doing so within systemic and organisational limitations without the necessary authority and resources. Although the curriculum looks good on paper, it is unfit for teaching deaf students and requires lots of work from ToDS to adapt to deaf students’ learning needs. However, data indicated that ToDS were not adequately trained for such responsibility. Also, the lack of systemic and organisational support for ToDS diminished accountability and reflexive practice, which was evident in how ToDS acted as professionals and met or failed to meet DS’ learning needs. ToDS felt let down by the educational system as there were no accountability systems. ToDS were left on their own to make a professional judgment about their jobs. The limits of ToDS’ motivation uncovered a need for institutional arrangements that consider the voice of the teachers and provide support to them to perform their roles effectively. The ministry of education needs to support and institute in-service training programmes that can enable ToDS to gain the required skills and competencies for their roles, curriculum development and tailored assessment to address DS’ performance. Additionally, there is a need to ensure that ToDS are represented in the decision- making team, especially in curriculum enactment and revision as well as in other educational issues in Saudi Arabia. Lack of teaching materials and resources for teaching deaf students also limits not only what but how ToDS teach the students and invariably affects deaf students’ learning experiences. Therefore, this study recommended modifying the curriculum for the deaf that will enable teachers to utilise visual materials rather than hearing ones as this will facilitate effective deaf students’ learning. Teacher education programmes also need to be improved by incorporating more targeted programs in sign language and lesson planning to allow ToDS to gain the required skills for their roles.