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Communicating with Deaf Students in Inclusive Schools: Insights from Saudi University Faculty

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Title: Communicating with Deaf Students in Inclusive Schools: Insights from Saudi University Faculty
Language: English
Authors: Alanazi, Mubarak (ORCID 0000-0001-5702-2604)
Source: Eurasian Journal of Educational Research. 2021 (95):188-209.
Availability: ANI Publishing Company. Kizilirmak Sokak 10/A Bakanliklar, Ankara, Turkey 06440. Tel: +90-312-425-8150; Fax: +90-312-425-8111; e-mail: aniyayincilik@aniyayincilik.com.tr; Web site: http://www.ejer.com.tr
Peer Reviewed: Y
Page Count: 22
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Deafness, Interpersonal Communication, Inclusion, Mainstreaming, College Faculty, Sign Language, Speech Communication, Written Language, Bilingualism, Biculturalism, Total Communication, Teacher Attitudes, Early Intervention, Symptoms (Individual Disorders), Parent Background, Age Differences, Individual Characteristics, Foreign Countries, Cultural Influences
Geographic Terms: Saudi Arabia
ISSN: 1302-597X
Abstract: Purpose: The present study sought to explore styles of inclusive communication with deaf people in mainstream schools by answering the following research questions: (1) What styles of communication with deaf students may enhance inclusive education?; (2) What makes these styles effective?; and (3) How may these styles be applied? Method: This study used a single case design, a key qualitative technique for exploring inclusive styles of communication with deaf people. Semi-structured interviews with open-ended questions were conducted with 10 faculty members specialized in deaf education from Saudi universities to obtain clear data from informants. The informants were chosen using the purposive sampling method. Data was analyzed using data codes applied to the text in accordance with the content analysis method. Results: Informants demonstrated markedly different perspectives on sign language, spoken and written Arabic, and bilingual-bicultural and total communication philosophies, citing different reasons and conditions. Sign language was the most common approach chosen by the informants because it was the preferred style of communication for the deaf. It was also found that early intervention, type of deafness, the hearing status of the parents, time when an individual became deaf, were other factors that influenced the process of choosing a communication style in a specific inclusive setting. Implications for Research and Practice: Although inclusive communication with deaf people is not yet popular in Saudi schools, informants articulated hope that education would become more inclusive. Implications were drawn concerning effective communication practices in inclusive settings for deaf students. The findings offered insights helpful for instructors and education policy makers considering which styles of communication may make education more inclusive for deaf people. Future research is needed into the effectiveness of different approaches to communicating with deaf people in inclusive education across social-cultural contexts.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1321894
Database: ERIC
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  Data: Communicating with Deaf Students in Inclusive Schools: Insights from Saudi University Faculty
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  Data: <searchLink fieldCode="AR" term="%22Alanazi%2C+Mubarak%22">Alanazi, Mubarak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5702-2604">0000-0001-5702-2604</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Eurasian+Journal+of+Educational+Research%22"><i>Eurasian Journal of Educational Research</i></searchLink>. 2021 (95):188-209.
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  Data: ANI Publishing Company. Kizilirmak Sokak 10/A Bakanliklar, Ankara, Turkey 06440. Tel: +90-312-425-8150; Fax: +90-312-425-8111; e-mail: aniyayincilik@aniyayincilik.com.tr; Web site: http://www.ejer.com.tr
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  Data: 22
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+Language%22">Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Biculturalism%22">Biculturalism</searchLink><br /><searchLink fieldCode="DE" term="%22Total+Communication%22">Total Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 1302-597X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The present study sought to explore styles of inclusive communication with deaf people in mainstream schools by answering the following research questions: (1) What styles of communication with deaf students may enhance inclusive education?; (2) What makes these styles effective?; and (3) How may these styles be applied? Method: This study used a single case design, a key qualitative technique for exploring inclusive styles of communication with deaf people. Semi-structured interviews with open-ended questions were conducted with 10 faculty members specialized in deaf education from Saudi universities to obtain clear data from informants. The informants were chosen using the purposive sampling method. Data was analyzed using data codes applied to the text in accordance with the content analysis method. Results: Informants demonstrated markedly different perspectives on sign language, spoken and written Arabic, and bilingual-bicultural and total communication philosophies, citing different reasons and conditions. Sign language was the most common approach chosen by the informants because it was the preferred style of communication for the deaf. It was also found that early intervention, type of deafness, the hearing status of the parents, time when an individual became deaf, were other factors that influenced the process of choosing a communication style in a specific inclusive setting. Implications for Research and Practice: Although inclusive communication with deaf people is not yet popular in Saudi schools, informants articulated hope that education would become more inclusive. Implications were drawn concerning effective communication practices in inclusive settings for deaf students. The findings offered insights helpful for instructors and education policy makers considering which styles of communication may make education more inclusive for deaf people. Future research is needed into the effectiveness of different approaches to communicating with deaf people in inclusive education across social-cultural contexts.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 188
    Subjects:
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Mainstreaming
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Sign Language
        Type: general
      – SubjectFull: Speech Communication
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      – SubjectFull: Written Language
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      – SubjectFull: Bilingualism
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      – SubjectFull: Biculturalism
        Type: general
      – SubjectFull: Total Communication
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Symptoms (Individual Disorders)
        Type: general
      – SubjectFull: Parent Background
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Communicating with Deaf Students in Inclusive Schools: Insights from Saudi University Faculty
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