Date of Defense
14-4-2025 10:00 AM
Location
Innovation Park - Room 3 - Crescent Building
Document Type
Thesis Defense
Degree Name
Master of Education (Special Education)
College
CEDU
Department
Special and Gifted Education
First Advisor
Dr. Ahmed Hemdan
Keywords
Deaf and Hard of Hearing, Higher Education, Student Satisfaction, Accessibility, Inclusive Education, UAE, Sign Language Interpreters
Abstract
Deaf and Hard-of-Hearing (DHH) students face unique challenges in higher education, particularly regarding accessibility, communication, and academic support. This study examines the levels of satisfaction among DHH students in UAE universities, focusing on key factors such as academic support, accessibility services, teaching methods, and inclusion efforts. Using a mixed-methods approach, the research combines quantitative data from 47 students surveyed and qualitative data from 18 students interviewed. The findings highlight key barriers, including the inconsistent availability of sign language interpreters, limited faculty awareness regarding the needs of Deaf and Hard-of-Hearing (DHH) students, and insufficient academic accommodations. Despite advancements in national policies promoting inclusive education, gaps persist in their implementation across universities, impacting students' experiences and learning outcomes. The study underscores the need for enhancing educational support services, improving the availability of qualified interpreters, increasing faculty training, and ensuring stronger implementation of inclusive education policies. The results provide valuable insights for policymakers, educators, and university administrators working to improve the educational experiences of DHH students in the United Arab Emirates.
Included in
DEAF AND HARD OF HEARING STUDENTS’ SATISFACTION IN HIGHER EDUCATION AT THE UAE
Innovation Park - Room 3 - Crescent Building
Deaf and Hard-of-Hearing (DHH) students face unique challenges in higher education, particularly regarding accessibility, communication, and academic support. This study examines the levels of satisfaction among DHH students in UAE universities, focusing on key factors such as academic support, accessibility services, teaching methods, and inclusion efforts. Using a mixed-methods approach, the research combines quantitative data from 47 students surveyed and qualitative data from 18 students interviewed. The findings highlight key barriers, including the inconsistent availability of sign language interpreters, limited faculty awareness regarding the needs of Deaf and Hard-of-Hearing (DHH) students, and insufficient academic accommodations. Despite advancements in national policies promoting inclusive education, gaps persist in their implementation across universities, impacting students' experiences and learning outcomes. The study underscores the need for enhancing educational support services, improving the availability of qualified interpreters, increasing faculty training, and ensuring stronger implementation of inclusive education policies. The results provide valuable insights for policymakers, educators, and university administrators working to improve the educational experiences of DHH students in the United Arab Emirates.