transition services from school to work for students who are deaf or hard of hearing in saudi arabia

233 Pages·2016·3.56 MB·English

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TRANSITION SERVICES FROM SCHOOL TO WORK FOR STUDENTS WHO ARE DEAF
OR HARD OF HEARING IN SAUDI ARABIA: TEACHERS’ PERCEPTIONS

A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
DOCTOR OF EDUCATION
BY
BADER N. ALKAHTANI
DR. LISA PUFPAFF – ADVISOR

BALL STATE UNIVERSITY
MUNCIE, INDIANA
JULY 2016
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TRANSITION SERVICES FROM SCHOOL TO WORK FOR STUDENTS WHO ARE DEAF
OR HARD OF HEARING IN SAUDI ARABIA: TEACHERS’ PERCEPTIONS

A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
DOCTOR OF EDUCATION
BY
BADER N. ALKAHTANI

APPROVED BY:
__________________________________________ _______________
Committee Chairperson Date

__________________________________________ _______________
Committee Member Date

__________________________________________ _______________
Committee Member Date

__________________________________________ _______________
Committee Member Date

__________________________________________ _______________
Dean of Graduate School Date

Ball State University
Muncie, Indiana
July 2016
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ABSTRACT
DISSERTATION: Transition Services From School to Work for Students who are Deaf or Hard
of Hearing in Saudi Arabia: Teachers’ Perceptions
STUDENT: Bader N Alkahtani
DEGREE: Doctorate of Education in Special Education
COLLEGE: Teachers College
DATE: JULY, 2016
PAGES: 215

The purpose of the present study was to examine teachers’ perceptions of the transition
services from school to the work force for students who are Deaf or hard of hearing (D/hh) in
Saudi Arabia. The importance of this study was to gain a better understanding of the perceptions
of teachers with the objective of identifying the implications and practices for vocational training
related to post school success. The study investigated how teachers of students who are D/hh
perceive their readiness and preparation to plan and implement transition services, what
challenges they may encounter while they plan and implement such services, and the work
opportunities that students who are D/hh may have after receiving the transition services. The
study also examined the impact of the teaching environment, years of teaching experience,
educational background, grade levels taught, and family experiences with disability on the
teachers’ perceptions of the issues under study. Also owing to the educational achievement
issues and transitional challenges faced by students who are D/hh, this study expanded the
existing knowledge and contributed to successful formulation of transition services by disability
service providers so they could design programs and effectively support students who are D/hh.
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Such programs and support should aim to increase the employment rate or transition to
employment not only in Saudi Arabia, but also within the Middle East region. The study found
that teachers in Saudi Arabia have low perceptions with regard to transition services. The same
low perceptions were found with regard to the teachers’ opinions as to their own preparedness to
plan and implement transition services for students who are D/hh. A similar low awareness and
hence, perception, was found with regard to implementation challenges associated with transition
services. . Furthermore, the individual characteristics of teachers such as years of teaching
experience, educational background, grade levels taught, and family experiences with disability,
did not affect their low perceptions towards school-based transition services. Challenges and
barriers highlighted and findings offered recommendations and suggestions for policy makers
and researchers.
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DEDICATION

I dedicate this dissertation to the memory of my father, Nasser, who worked hard for me
but couldn't see this thesis completed,
To the soul of my mother, Sarah who lost her eyesight for me, whose genuine love and
kindness made me who I am today,
To my wonderful wife, Thamraa for being there for me, and for her endless love,
sacrifice, loyalty and her ongoing support,
To my lovely girls Sarah, Retag, Jumana and Ameerah ; you are the source of
happiness in my life, and I have accomplished this because of you,
To my brothers and sisters who have been a great support throughout my doctorate
program,
To all the instructors of hard of hearing and Deaf students and all the professionals in
the special education field,
To all my loyal friends who have supported me throughout my doctoral years.
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ACKNOWLEDGMENTS

I thank Allah (God), the Almighty, first and foremost for providing me with the blessings
and strength to complete my dissertation successfully.
Thanks to my wife, my daughters, and all my friends who have supported me through my
doctoral years, and to everyone who has helped me to make this happen.
I would like to express my gratitude to the committee members for agreeing to serve on
my committee, and especially my advisor Dr. Lisa Pufpaff.
Thanks go to Dr. Azar Hadadian for her ongoing support throughout my years at Ball
State University.
Thanks go to Dr. Pat Clark, my cognate advisor in the specialty for her support.
Thanks go to Dr. Richard Petts, my external committee member for his support.
Special thanks to Dr. John Merbler, Chairperson of the Department of Special Education
for his support since 2011.
Special thanks to Dr. Michael Harvey, the director of doctoral program at Department of
Special Education for his support.
Many thanks to King Saud University (KSU), for its encouraging and support to
accomplish my goals.
Finally, thank you to my colleagues and classmates and to everyone who has helped me.
Thank you from the depth of my heart.
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TABLE OF CONTENTS

ABSTRACT............................................................................................................................ iii
DEDICATION........................................................................................................................ v
ACKNOWLEDGMENTS....................................................................................................... vi
LIST OF TABLES.................................................................................................................. xiii
LIST OF FIGURES .............................................................................................................. xvi
CHAPTER ONE ………………………………………………..…………..………...…..…1
Introduction ……………………………………………………… …….……..……….……..1
Statement of the Problem………………………………………………………......…..……...6
Purpose of the Study……………………………………………………………...……...……8
Significance of the Study………………………………………………...…….…….….…….9
Research Questions………………………………………………………………....…..…….11
Delimitations of the Study…………………………………………………………………....12
Limitations of the Study………………………………………………………………….…...13
Definition of Terms…………………………………………………………………..….……13
Summary………………………………………………………….……………………….….15
CHAPTER TWO ………………………………………………………………...…………17
Literature Review………………………………………………..……………….....….……..17
Overview of the Nation of Saudi Arabia…………………………….…………….....……….17
The General Education System in Saudi Arabia………………………………….......………18
History of Special Education in Saudi Arabia…………………………………..............….....19
Education of Children who are D/hh in Saudi Arabia……………………………...........……21
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Educational Options for Students who are D/hh in Saudi Arabia…………………...........……..24
Preparatory………………………………………………………...................................…..27
Primary education…………………………………………………..............................……28
Intermediate education……………………………………………..............................…….28
Secondary education…………………………………………….…............................…….29
Vocational Rehabilitation Programs in Saudi Arabia………………………..................………..30
Stages of Vocational Rehabilitation Programs in Saudi Arabia………...........………….………34
Intermediate vocational stage……………………...…............................................……….34
Vocational training stage…...................................................................................................34
Efficacy of Vocational Rehabilitation Programs……………………….........................………..35
General Information about Hearing Impairment…………………………..........................…….38
The Effects of Hearing Loss on Different Aspects of Development………...............…………..40
Transition Services in the United States........................................................................................41
Provision of Equal Employment Preparation and Opportunities for Career Advancement ....... 43
Provision of Functional Academics Including Self-determination and Personal Social Skills ....44
Research Findings About Employment of Individuals with Disabilities…………………...……46
Postsecondary education…………………………………………...……………….........…51
Productive engagement……………………………………………………………...….…..52
Household circumstances………………………………………….………………….……52
Social and community involvement………………………………………….……….……52
Secondary Transition…………………………………...…………………...….…..………53
The Pathways Approach ……………………………………………………….…….....…..54
Collaboration..........................................................................................................................58
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Transition Evidence-Based Predictors …………………….……………………….…………...59
Types of Transition Services……………………………………...……………………………..60
School to Work Transition Services ……………..…………...…...……………….........….61
Family, Community, and Institutions of Learning Collaboration with Transition Services..62
Professional Transition Services …………………………..…..……….…….…………......63
Supported Work Environment Versus Other Options………………..………...…………..……63
Challenges in Providing Transition Services………………………………..……………….…..65
Teacher Transition-Related Competencies and Preparation………….……...…...………….…..67
Teacher Preparation in Saudi Arabia for Transition Planning…………….....…………………..69
Perceptions of Special and General Education Teachers………………...........……………..…..71
Summary……………………………………………………….…………….………….……….75
CHAPTER THREE…………………………….……………………………….............……..78
Method…………………………………………………………………………...……………....78
Overview of Research Design………………………………………………………………...…78
Variables of Study………………………………………………………………………..……....81
Research Questions…………………………………………………………………………....…82
Target Population………………………………………………………………………….……..83
Sampling…………………………………………………..………………………………..……84
Sample Size…………………………………………………..…………………………………..85
Approvals………………………………………………………...……………………………....85
Instrumentation……………………………………………………….……………………….…85
Pilot Study ………………………………………..………………..……………..……...…86
Reliability and Validity……………………………………..……...……………..…....……87
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Translation of the Survey Instrument ………………………………………………….…….88
Data Collection Procedures……………………………………………………………...………89
Data Analyses…………………………………………………………………….………….…..89
Summary…………………………………………………………………………….…………...91
CHAPTER FOUR ………………….………………………………………………….……....92
Results ………………………………………………………………………………………...…92
Response Rate……………………………………………………………………………..……..92
Demographic Data………………………………………………………………………….....…92
Screening the Data……………………………………………………………………………….94
Answering Research Questions……………………………………………………………..….101
Research Question One…...……………………….……………………………………...…101
Research Question Two……………………………………………………………...…..….103
Research Question Three…………………………………………………………….......….112
Research Question Four……………………………………………………………....……..120
Research Question Five…………………………………………………....….........….....…126
The Open Question Analysis ………………………………………………….………….……133
Summary……………………………………………………………………………………..…137
CHAPTER FIVE …...……………………...………………………………………….….......141
Discussion……………………………………………………………………………….……...141
Discussion of Findings………………………………………………………………............….143
Teachers’ overall perceptions toward school-based transition services for students who are
D/hh…………………………………………………………………………..……………..…..143