Alqahtani Abdulaziz Abdullah
Department of Special Education, Taif University, Kingdom of Saudi Arabia.
Res Dev Disabil. 2025 Sep;164:105086. doi: 10.1016/j.ridd.2025.105086. Epub 2025 Aug 11.
This study investigated teachers' perceptions of the obstacles facing students who are deaf or hard of hearing (DHH) and the support they believe is needed to overcome these obstacles in the Kingdom of Saudi Arabia (KSA).
A cross-sectional survey design was employed, and sixty-eight teachers from all educational stages were surveyed. The survey focused on four areas: platforms, communication, teaching, training, and collaboration. Data were collected using the Saudi Arabian Teachers in Deaf Education (SSAT) questionnaire and analyzed using a combination of descriptive and inferential statistical methods, including factor analysis, an independent sample test, and a one-way ANOVA test.
The findings indicated that most teachers of DHH students reported all four areas as barriers in distance learning. Also indicated that teachers have a great need for support, assistance and training in all areas related to distance learning education, namely technical support, professional development and collaboration. Additionally, a higher level of obstacles in distance learning education was reported among teachers who use a single method of communication with students (sign language or spoken language) compared to those who use multiple methods (total communication). There was also a higher level of obstacles among those teachers with lower training levels in all the aforementioned areas except for teaching, while no differences in obstacles were found among teachers based on the degree of disability of their students (from deaf to hard of hearing). It is thus recommended further support and training for teachers to ensure high-quality education for DHH students.
本研究调查了沙特阿拉伯王国教师对失聪或听力障碍（DHH）学生所面临障碍的看法，以及他们认为克服这些障碍所需的支持。
采用横断面调查设计，对来自所有教育阶段的68名教师进行了调查。该调查集中在四个领域：平台、沟通、教学、培训和协作。使用沙特阿拉伯聋人教育教师（SSAT）问卷收集数据，并结合描述性和推断性统计方法进行分析，包括因子分析、独立样本检验和单因素方差分析检验。
研究结果表明，大多数DHH学生的教师报告称这四个领域都是远程学习的障碍。还表明教师在与远程学习教育相关的所有领域，即技术支持、专业发展和协作方面，非常需要支持、援助和培训。此外，与使用多种沟通方式（全沟通）的教师相比，使用单一沟通方式（手语或口语）与学生交流的教师报告的远程学习教育障碍水平更高。在除教学之外的上述所有领域中，培训水平较低的教师所面临的障碍水平也更高，而根据学生残疾程度（从失聪到听力障碍），教师之间的障碍没有差异。因此，建议为教师提供进一步的支持和培训，以确保为DHH学生提供高质量的教育。
