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Needs and Barriers in Bachelor's Degree Programs: Perspectives from Deaf and Hard-of-Hearing Students and Higher Education Institutions in Israel

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Title: Needs and Barriers in Bachelor's Degree Programs: Perspectives from Deaf and Hard-of-Hearing Students and Higher Education Institutions in Israel
Language: English
Authors: Carolina Tannenbaum-Baruchi (ORCID 0000-0002-7994-6362), Avital Kugel, Carmit Rapaport (ORCID 0000-0002-3202-3966)
Source: Higher Education Research and Development. 2026 45(1):255-271.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Deafness, Hard of Hearing, Undergraduate Students, Student Attitudes, Barriers, Access to Education, Access to Information, Interpersonal Communication, Assistive Technology, Foreign Countries, Student Needs, Accessibility (for Disabled), Testing Accommodations
Geographic Terms: Israel
DOI: 10.1080/07294360.2025.2515214
ISSN: 0729-4360
1469-8366
Abstract: Deaf and hard-of-hearing (DHH) students face significant accessibility barriers in higher education, yet empirical research remains limited. The complexity of DHH students' educational experience demonstrates that providing communication access alone is insufficient; successful inclusion requires addressing multiple dimensions of academic and social participation. Higher education presents specific challenges for DHH students, particularly in accessing information and engaging in academic discourses. A cross-sectional survey was conducted in higher education institutions and among DHH students, including those who use sign language, hearing aids, or cochlear implants. Descriptive statistics, incorporating perspectives from both DHH students and higher education institutions, show two key accessibility indicators: educational access and communication independence with institutional stakeholders (including service providers, lecturers, and peers). The study received responses from 41 out of 61 (67%) recognized educational institutions and 86 DHH students in Israel. Despite technological advancements, online classes and recorded lessons often lack accessibility features such as captioning or sign language interpretation. Moreover, students emphasize the need for increased lecturer engagement to ensure accessibility. Based on our findings, we present a Model of Accessibility Factors for DHH Students in Higher Education. Our model identifies critical factors for creating more accessible learning environments for DHH students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503708
Database: ERIC
FullText Text:
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  Data: Needs and Barriers in Bachelor's Degree Programs: Perspectives from Deaf and Hard-of-Hearing Students and Higher Education Institutions in Israel
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  Data: <searchLink fieldCode="AR" term="%22Carolina+Tannenbaum-Baruchi%22">Carolina Tannenbaum-Baruchi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7994-6362">0000-0002-7994-6362</externalLink>)<br /><searchLink fieldCode="AR" term="%22Avital+Kugel%22">Avital Kugel</searchLink><br /><searchLink fieldCode="AR" term="%22Carmit+Rapaport%22">Carmit Rapaport</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3202-3966">0000-0002-3202-3966</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2026 45(1):255-271.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Hard+of+Hearing%22">Hard of Hearing</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Accommodations%22">Testing Accommodations</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
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  Data: 10.1080/07294360.2025.2515214
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  Data: 0729-4360<br />1469-8366
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  Label: Abstract
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  Data: Deaf and hard-of-hearing (DHH) students face significant accessibility barriers in higher education, yet empirical research remains limited. The complexity of DHH students' educational experience demonstrates that providing communication access alone is insufficient; successful inclusion requires addressing multiple dimensions of academic and social participation. Higher education presents specific challenges for DHH students, particularly in accessing information and engaging in academic discourses. A cross-sectional survey was conducted in higher education institutions and among DHH students, including those who use sign language, hearing aids, or cochlear implants. Descriptive statistics, incorporating perspectives from both DHH students and higher education institutions, show two key accessibility indicators: educational access and communication independence with institutional stakeholders (including service providers, lecturers, and peers). The study received responses from 41 out of 61 (67%) recognized educational institutions and 86 DHH students in Israel. Despite technological advancements, online classes and recorded lessons often lack accessibility features such as captioning or sign language interpretation. Moreover, students emphasize the need for increased lecturer engagement to ensure accessibility. Based on our findings, we present a Model of Accessibility Factors for DHH Students in Higher Education. Our model identifies critical factors for creating more accessible learning environments for DHH students.
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        Value: 10.1080/07294360.2025.2515214
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      – Text: English
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      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Hard of Hearing
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Barriers
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Assistive Technology
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Needs
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      – SubjectFull: Accessibility (for Disabled)
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      – SubjectFull: Testing Accommodations
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      – SubjectFull: Israel
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