Postsecondary Transition Experiences of Young Women Who Are Deaf and Hard of Hearing in Saudi Arabia

Abstract

This study explored the postsecondary transition experiences of young women who were deaf and hard of hearing (DHH) at a higher education institution in the Kingdom of Saudi Arabia (KSA). Data were collected using semi-structured interviews with 17 undergraduate women who were DHH and enrolled in a higher education institution in the KSA. The data were analyzed thematically and inductively using qualitative analyses software. Eight themes emerged from the data analysis. These themes reflected a wide range of transition experiences among students who were DHH, including their previous experiences in high school, their current experiences in higher education, and preparation to make the transition from college to work. Implications for future research and practice are discussed and include further exploration about the impacts of postsecondary education programs in supporting positive outcomes and working to close the gaps between policy and practice.

Teaching Practices to Support the Transition of Students With Intellectual Disabilities to Adulthood

“…Based on U.S. legislation, definitions, and programming models, educational researchers in Saudi Arabia have, over the last couple of decades, worked to improve transition services and outcomes related to the education and employability of students with disabilities (Alquraini, 2013). Lines of inquiry identified in English and Arabic academic journals and dissertations include but are not limited to the provision of supports for early childhood transitions and transitions from elementary to middle school (Aldosiry et al, 2021;Alfurayh, 2020), teachers' perceptions of parental and community business involvement in transition planning (Almalky & Alqahtani, 2021), and postsecondary services for adults with disabilities (Alsalamah & Poppen, 2022). Several studies have focused on teacher and faculty perceptions and attitudes toward the preparation and implementation of transition services (e.g., Alhossan & Trainor, 2017;Almutairi, 2018;Alnahdi, 2013;Alquraini, 2013;Alsalamah, 2023).…”