Sample Paper on First Year Hearing Impaired Students in Public Universities

First Year Hearing Impaired Students in Public Universities in Saudi Arabia

Introduction

The trend of low-level academic success of first year students with hearing disabilities observed in public universities in Saudi Arabia is worrying. This problem has multifold causes. Notably, this situation has been orchestrated by inadequate integrationof resources and infrastructure to helpthese students within public universities.Students with hearing problems depend more on visually oriented hearing tools. The situation is different with their hearing counterparts who have elaborate structures for learning in these public universities. A research conducted by Cawthon & Leppo (2013, p.67), affirms the assertion that there is a disparity in the manner the issue of infrastructure has been addressed in public universities between these two groups of learners.

Problem Statement

To-date public universities in Saudi Arabia have not succinctly developed elaborate learning structures for students with hearing disabilitiesThis scenario has prompted students with hearing disabilities share classes with their counterparts without hearing problems(Chen, 2014, p.77).  The truth that there is a disparity in academic success between first year students with hearing disabilities and those without is not a dispute. This research intends to investigate this discrepancy in the bid to address the issue of academic inclusion in public universities.

Research Purpose

This study will analyze the level of academic success of the first yearstudents with hearing disabilities in public universities in Saudi Arabia. The study will further give recommendations on how to improve the education programs catering for the deaf in public universities in Saudi Arabia in order to promote academic inclusivity.

 

Research Objectives

  1. To determine the extent of academic success of first yearstudents with hearing disabilities in public universities in Saudi Arabia.
  2. To find out how education programs and infrastructure can be improved in order to enhance academic inclusion of students with hearing disabilities in public universities in Saudi Arabia.

Research Questions

This research study intends to answer the following questions:

  1. What is the level of academic success of first yearstudents with hearing disabilities in public universities in Saudi Arabia?
  2. How can the education programs and infrastructure be improved in order to enhance academic inclusion of students with hearing disabilities in public universities in Saudi Arabia?

Variables

The independent variable of this research study is the access to hearing resources (infrastructure) provided to first yearstudents with hearing disabilities in public universities in Saudi Arabia. The dependent variable is the outcome (academic success) after interaction with the hearing resources provided by the public universities.

Significance of the Study

The study’s focus may be beneficial to educational policy makers in public universities in Saudi Arabia. It will elucidate the extent to which the current programs of dealing with special needs of students with disabilities should be improved in public universities.

 

Proposal Organization

In obtaining data necessary for the success of this study, the researcher will conduct interviews with first yearstudents with hearing disabilitiesand the universities’ administration. In addition, questionnaires will also be used. Marshall (2009, p.25) notes that descriptive design is not only restricted to fact findings but may often result in the formulation of important principles of knowledge and solution to significant problems.

Conclusion

This research paper is intended to give the scope of the study, problem statement, research purpose, variables under study, the significance of the research, and proposal organization.

References

Cawthon, S. W., & Leppo, R. (2013). Accommodations quality for students who are deaf or hard of hearing. American Annals of the Deaf, 158(4), 438-452.

Cawthon, S. W., & Leppo, R. (2013). Assessment accommodations on tests of academic achievement for students who are deaf or hard of hearing: A qualitative meta-analysis of the research literature. American Annals of the Deaf, 158(3):363-76.

Chen, Y. (2014). A study to explore the effects of the self-regulated learning environment for hearing-impaired students. Journal of Computer Assisted Learning30(2), 97-109.

Marshall, C. A. (2009). Disabilities: Insight from across Fields and around the world. Westport, CT: Praeger.

Sibon-Macarro & Ross, V. (2014). Perspectives, Models, Services, and Resources for Students with Hearing Impairments. Rural Special Education Quarterly33(4), 24-32.