KNOWLEDGE AND ATTITUDES OF FACULTY MEMBERS AT TAIBAH UNIVERSITY TOWARD CHALLENGES FACING DEAF AND HARD-OF HEARING STUDENTS IN HIGHER EDUCATION

Abstract

This dissertation examines the knowledge and attitudes of faculty members at Taibah University toward the challenges faced by Deaf and hard-of-hearing (D/HH) students in higher education. As Saudi Arabia moves toward greater inclusivity in its educational system, understanding how faculty perceive and support D/HH students is critical. Using mixed-methods, research design, the study collected both quantitative survey data and qualitative interview insights from faculty across the Humanities and Science colleges. The research aimed to assess the faculty's awareness of D/HH students' needs, their attitudes toward inclusivity, and the degree of training or experience they possessed in working with students with hearing impairments. The findings of the present study revealed that there was no significant influence of demographic characteristics and D/HH experience on the knowledge and attitude toward the challenges of teaching D/HH students. However, a significant inverse moderate correlation was found between knowledge and attitude (r = -0.647, p < 0.01). Importantly, this correlation demonstrated that higher levels of knowledge about D/HH students were associated with more positive attitudes toward teaching them. This indicates that as faculty members' knowledge about D/HH students increases, their attitudes become more positive, resulting in lower attitude scores on the scale used. While many faculty members expressed positive attitudes toward inclusion, significant knowledge gaps and inconsistent support strategies remain. Issues such as limited awareness of effective communication techniques, inadequate use of assistive technologies, and a lack of specialized training were identified as barriers to full participation for D/HH students. The study emphasizes the urgent need for comprehensive faculty development programs focused on inclusive teaching practices, particularly in relation to D/HH students. It also highlights the necessity for institutional policies that mandate accessible classroom environments and ongoing professional training. Recommendations are provided for improving faculty readiness, enhancing assistive services, and fostering a university-wide culture of inclusion. By focusing on Taibah University as a case study, this research offers valuable insights for other higher education institutions in KSA and the broader Middle Eastern region. It contributes to the growing body of literature on disability inclusion in higher education and aims to inform future educational policy and practice improvements that promote equity, access, and success for D/HH students.