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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2025.2515214 |
