Background: To date, studies of deaf student's perceptions using a multidimensional self-report instrument to measure their overall social-emotional adjustment in private educational establishments in the western world are few, especially between the ages of 15-21. In terms of Saudi Arabia studies both cross-sectional and longitudinal are few on the social-emotional function of deaf students. We chose to look at standardized surveys of students' perceptions to provide a multidimensional picture of the social-emotive function of the students who are deaf or hard of hearing (SDHH) in a university and high school in Saudi Arabia. In the following sections we (a) Describe a framework for measuring social emotive perceptions for students in Saudi Arabia. (b) Review the social emotive status of students that are deaf or hard of hearing (SDHH) by their perceptions. (c) Review the factors contributing to SDHH social-emotive status. Methods: A cross sectional study was carried out on seventy female students of ages 15-18 and 18-21 with varying degrees of sensor neural deafness. This was carried out by interviews of the students to answer our objectives. Results and Discussion: A high significant number of students surveyed in our study were happy with themselves and satisfied with their situation in the private setting both in the university and the high school. The majority of female SDHH in this study, however, perceived barriers when communicating and got embarrassed when speaking with people that did not understand them. Conclusion: This study has aided our understanding of the social-emotive factors perceived by SDHH in the private setting. The SDHH in this study had positive attitudes towards achieving their goals, making friends and their well being and this could be encouraged in the future by teachers and parents. A number of SDHH in this study did not know of the government support available to them. More workshops to educate the students on the government services available and how to receive them would aid in this.

Background: Previous international research shows severe vitamin deficiencies in people with hearing loss. Hearing loss is improved for many people when vitamins such as A, B, C, D, E and K are replaced. Objective: To determine whether a dietary intake of vitamins linked to deafness were deficient among a group of 18-21 year-old hearing impaired and hearing Saudi Arabian female students. Design: This was a cross sectional study involving 64 hearing students and 42 hard of hearing female students aged 18-21 in a university in Saudi Arabia. Food intake was assessed by a food frequency questionnaire. Vitamin levels were calculated for each food and compared to the recommended daily allowance (RDA) for each group. Knowledge and understanding of vitamin deficiency was answered by face to face interviews. The study duration was one year from September 2010 to September 2011.

Background: Studies of teachers' perceptions of students that are deaf and hard of hearing (SDHH) academic status compared with peers in high school mainstream and private classrooms are few, thus little is known of how SDHH fare in these classrooms. Current data on academic progress, especially prospective cross sectional data, are scant especially for the Kingdom of Saudi Arabia .Most of the studies that have been written for hearing loss have been based on younger children in the kingdom. The studies on students who are between the ages of 15-18 and who are female are insufficient. We chose to look at both standardized surveys of both students' perceptions and teachers' perceptions to provide a multidimensional picture of the academic status of the SDHH in this study. In the following sections we: (a) Describe a framework for measuring academic status for students in Saudi Arabia; (b) Review the academic status of SDHH student; (c) Review the factors contributing to SDHH academic status. Methods: A cross sectional study was carried out on a hundred boys and girls of ages 15-18 with varying degrees of sensorineural deafness. This was carried out by interviews of the students and teachers, to answer our objectives. Results and Discussion: We were able to get a lot of gender specific information comparing female and male responses in Hail. In comparison with boys, girls on average felt they were treated significantly more differently by their parents (24 versus 10). Both girls and boys significantly on average felt that their academic performance was affected by their hearing loss (26 versus 25). Conclusion: This data has aided our understanding of the role of deafness and how it can impact academic performance in Hail. Integrated education in the future is something that would help the students with their communication and learning. Academic performance in Hail appears to be affected by interplay of a number of factors, pinpointing an exact factor would be of interest to future studies.