Barrow, Jill Clarke’sAlhamid, Sarah Mohammed2025-09-152025Harverdhttps://hdl.handle.net/20.500.14154/76392This study investigated the perspectives of special education teachers and parents on parental involvement in the education of female deaf and hard-of-hearing (DHH) students in inclusive primary schools in Riyadh, Saudi Arabia. Guided by Bronfenbrenner’s bioecological theory and a pragmatic paradigm, it employed a sequential explanatory mixed-methods design combining surveys of 79 teachers and 186 parents with interviews of 11 parents and 10 teachers. Findings revealed a shared recognition of the importance of parental involvement but highlighted differing understandings and challenges, including weak communication, limited decision-making, absence of clear policies, negative attitudes, time constraints, and poorly coordinated meetings. The study emphasized the need for structured policies, improved communication strategies, and coordinated practices to strengthen parental engagement and enhance inclusive education for DHH students in Saudi Arabia.In recent years, parental involvement has garnered significant attention, particularly in research concerning students with special education needs in inclusive educational settings. These environments integrate students with special needs alongside their peers. This study explored the perspectives of special education teachers and parents of female deaf and hard-of-hearing students regarding parental involvement in inclusive primary schools in Riyadh, the capital of Saudi Arabia. The research was structured around five specific objectives: (1) exploring the perspectives of special education teachers and parents of DHH female students regarding the importance of parental involvement; (2) examining the current practice of special education teachers and parents of DHH female students on parental involvement in Saudi inclusive primary schools; (3) identifying perceptions concerning their experience of parental involvement; (4) exploring respective roles regarding parental involvement; (5) determining perceptions of factors that impact as barriers to involve parents in Saudi Inclusive school. Moreover, the study was grounded in Bronfenbrenner’s bioecological theory and adopted a pragmatic paradigm. The study utilised a sequential explanatory mixed-methods design (QUAN-qual), involving survey data followed by interviews. A purposive sampling strategy was used. Data collection included a closed-ended questionnaire and semi-structured interviews. Participants comprised 79 teachers and 186 parents (questionnaire), and 11 parents and 10 teachers (interviews). Quantitative data were iii analysed using SPSS version 27 with descriptive statistics, t-tests, and One-way ANOVA. Qualitative data were thematically analysed. This mixed-methods approach addressed the research questions comprehensively and provided a more nuanced view of parental involvement in the education of DHH students. Key findings revealed shared recognition of the importance of involvement but differing understandings. Findings highlighted issues relating to communication, decision-making, lack of policy, and barriers such as attitudes, time constraints, and uncoordinated meetings. The findings resulted in targeted Implications and recommendations to enhance the involvement of parents in inclusive schools in Saudia Arabia.390enparental involvementinclusive primary schools in Riyadhdeaf and hard-of-hearing studentsThesis