Prince Sattam bin Abdulaziz University, Department of Special Education, Saudi Arabia.
Res Dev Disabil. 2021 Oct;117:104059. doi: 10.1016/j.ridd.2021.104059. Epub 2021 Aug 10.
On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. This prompted many countries, including Saudi Arabia, to suspend students' attendance at schools and to start distance education. This sudden shift in the educational system has affected students' learning, particularly for d/Deaf and hard-of-hearing (d/Dhh) students, who have unique language and communication needs.
This study explores the challenges and support methods for d/Dhh students during their distance education in Saudi Arabia.
A qualitative research study using semistructured interviews was conducted with 37 parents of d/Dhh students to answer the research questions.
Three themes emerged from the parents' responses: (1) the challenges faced by d/Dhh students in distance education; (2) the specific needs of d/Dhh students in distance education; and (3) the supports provided to d/Dhh students in distance education.
Distance education is a strategic choice, and parents must be informed about how to use the Madrasati e-learning platform effectively by providing solutions and supports. Additionally, d/Dhh students require various forms of ongoing support from both their families and schools to ensure that they succeed and benefit from their experiences.
2020 年 3 月 11 日，世界卫生组织宣布 COVID-19 为全球大流行。这促使包括沙特阿拉伯在内的许多国家暂停学生到校上课，并开始远程教育。教育系统的这种突然转变影响了学生的学习，特别是对于聋人和重听（d/Dhh）学生，他们有独特的语言和沟通需求。
本研究探讨了沙特阿拉伯远程教育期间 d/Dhh 学生面临的挑战和支持方法。
采用半结构式访谈对 37 名 d/Dhh 学生的家长进行了定性研究，以回答研究问题。
家长的回答中出现了三个主题：（1）d/Dhh 学生在远程教育中面临的挑战；（2）d/Dhh 学生在远程教育中的特殊需求；（3）为 d/Dhh 学生提供的远程教育支持。
远程教育是一种战略选择，必须通过提供解决方案和支持，让家长了解如何有效地使用 Madrasati 电子学习平台。此外，d/Dhh 学生需要来自家庭和学校的各种形式的持续支持，以确保他们成功并从远程教育中受益。
