Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Social identity, mental health and the experience of migration
Br J Soc Psychol. 2024 Apr 8. doi: 10.1111/bjso.12745. Online ahead of print.ABSTRACTEvidence suggests that social identities, which provide purpose and a sense of belonging, enhance resilience against psychological strain and safeguard well-being. This applies to first-generation migrant populations facing adverse experiences, including prejudice and disconnection from previous identities during host country integration, negatively impacting their well-being. The importance of social identity also extends to first-generation migrant descendants, confronting dual-identity challenges and experiencing exclusion and discrimin...
Source: The British Journal of Social Psychology - April 8, 2024 Category: Psychiatry & Psychology Authors: Kristine Brance Vasileios Chatzimpyros Richard P Bentall Source Type: research
Universal Design for Learning Supports Distance Learning for Deaf Students
Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.ABSTRACTWhen the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered a...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie Taylor Christina Yuknis Source Type: research
Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Social identity, mental health and the experience of migration
Br J Soc Psychol. 2024 Apr 8. doi: 10.1111/bjso.12745. Online ahead of print.ABSTRACTEvidence suggests that social identities, which provide purpose and a sense of belonging, enhance resilience against psychological strain and safeguard well-being. This applies to first-generation migrant populations facing adverse experiences, including prejudice and disconnection from previous identities during host country integration, negatively impacting their well-being. The importance of social identity also extends to first-generation migrant descendants, confronting dual-identity challenges and experiencing exclusion and discrimin...
Source: The British Journal of Social Psychology - April 8, 2024 Category: Psychiatry & Psychology Authors: Kristine Brance Vasileios Chatzimpyros Richard P Bentall Source Type: research
Universal Design for Learning Supports Distance Learning for Deaf Students
Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.ABSTRACTWhen the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered a...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie Taylor Christina Yuknis Source Type: research
Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Social identity, mental health and the experience of migration
Br J Soc Psychol. 2024 Apr 8. doi: 10.1111/bjso.12745. Online ahead of print.ABSTRACTEvidence suggests that social identities, which provide purpose and a sense of belonging, enhance resilience against psychological strain and safeguard well-being. This applies to first-generation migrant populations facing adverse experiences, including prejudice and disconnection from previous identities during host country integration, negatively impacting their well-being. The importance of social identity also extends to first-generation migrant descendants, confronting dual-identity challenges and experiencing exclusion and discrimin...
Source: The British Journal of Social Psychology - April 8, 2024 Category: Psychiatry & Psychology Authors: Kristine Brance Vasileios Chatzimpyros Richard P Bentall Source Type: research
Universal Design for Learning Supports Distance Learning for Deaf Students
Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.ABSTRACTWhen the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered a...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie Taylor Christina Yuknis Source Type: research
Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Universal Design for Learning Supports Distance Learning for Deaf Students
Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.ABSTRACTWhen the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered a...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie Taylor Christina Yuknis Source Type: research
Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Universal Design for Learning Supports Distance Learning for Deaf Students
Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.ABSTRACTWhen the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered a...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie Taylor Christina Yuknis Source Type: research
Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers
Am Ann Deaf. 2023;168(4):137-156. doi: 10.1353/aad.2023.a922848.ABSTRACTThe researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching posit...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Fahad Aseery Ali Alasmari Source Type: research
Universal Design for Learning Supports Distance Learning for Deaf Students
Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.ABSTRACTWhen the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered a...
Source: American Annals of the Deaf - April 8, 2024 Category: Audiology Authors: Katie Taylor Christina Yuknis Source Type: research
