Papers by Sarah M . Albuzaid, Ph.d
مجلة العلوم التربوية, 2025
Abstract:
Students who are deaf and hard-of-hearing (DHH) face challenges in
acquiring literacy s... more Abstract:
Students who are deaf and hard-of-hearing (DHH) face challenges in
acquiring literacy skills that are appropriate to their grade level which require
using appropriate practices that have been scientifically proven. Therefore,
the aim of the current meta-analysis was to evaluate the effectiveness of the
interventions that were used to teach literacy skills. Studies were searched
using multiple search engines, selected from peer-reviewed journals in the
field of DHH education, and the reference lists of these studies were searched
to select studies that met the inclusion criteria. After that, the studies were
evaluated according to the quality indicators of What Works Clearinghouse (WWC). Then the affect size was calculated for eight studies that "Meets
Standards” and “Meets Standards with Reservations” using Tau-U effect size
measurement. The review found that the most targeted skill was vocabulary
and found that there were a number of interventions that had strong effects
(according to the Tau-U score). The most widely used intervention with
the greatest effect size score was direct instruction. Only one study targeted
writing skills, and the intervention was strategic and interactive writing,
which demonstrated moderate effect size.
Keywords: Hearing loss, effect size, meta-analysis, single case design,
literacy skills.
Quality of higher education and self-determination for Deaf and hard-of-hearing students in Saudi Arabia
Research in Developmental Disabilities, 2025
Background
The United Nations Convention on the Rights of Persons with Disabilities and Saudi Ara... more Background
The United Nations Convention on the Rights of Persons with Disabilities and Saudi Arabia's Persons with Disabilities Rights Law guarantee the rights of individuals with disabilities to receive high-quality education. Therefore, Saudi Arabian higher education institutions have implemented programs specifically designed for Deaf and Hard-of-Hearing (DHH) students. According to the Quality Assurance Agency for Higher Education (2023), quality in higher education supports students in achieving positive learning and career outcomes. One form of support is the enhancement of self-determination skills, despite evidence of self-determination's role in facilitating success in higher education, research on deaf education has not explored this construct extensively.
Aim
This study explored the role of self-determination in enhancing the quality of higher education for DHH students according to the program’s staff’ perspectives. Furthermore, this study examines the opportunities provided to practice self-determination skills.
Methods
A qualitative approach was employed, involving semi-structured interviews with seven staff from six higher education institutes in Saudi Arabia.
Results
Inductive thematic analysis of the interview data revealed three key themes. First, interpreter scarcity hinders Deaf students' major selection, affecting their academic quality. Second, Deaf Role Models influence Deaf students' self-determination, thus affecting their academic quality. Finally, self-regulation was the least supported component of self-determination due to higher education institutes policies and support services.
Journal of Educational Science, 2024
The aim of this study was to assess the extent to which educational policies include the category... more The aim of this study was to assess the extent to which educational policies include the category of students with rare diseases associated with disability within the disability classifications, and to identify the nature of services provided to them according to the official documents issued by the Ministry of Education in the Kingdom of Saudi Arabia. A descriptive-analytical approach was used through the content analysis method, and a content analysis form was used as a tool for the study. The results of the study showed a limited inclusion of students with rare diseases associated with disability classifications in the official documents of the Ministry of Education in the Kingdom of Saudi Arabia. The results also revealed that the rare diseases that were included were not regulated in the context of educational services, but rather in the context of financial rights. Consequently, the study presented several recommendations for developing educational policies in the Kingdom to ensure the provision of an educational environment that meets the needs of all students.
Journal of Education Studies and Humanities, 2024
This descriptive survey study aimed to explore the current state of sign language planning in d... more This descriptive survey study aimed to explore the current state of sign language planning in deaf education in Saudi Arabia from the perspective of teachers of deaf and hard-of-hearing students. A total of (346) teachers from Al-Amal institutes for the Deaf and mainstream schools participated in the study. A questionnaire was used to collect data and assess the availability and implementation of sign language planning components in deaf education. The results revealed a partial agreement among teachers regarding the effectiveness of current sign language planning, particularly regarding individual language plans and enabling sign language and supporting it in the school environment. However, teachers indicated a need to develop more effective sign language assessment and monitoring tools, as well as enhanced coordination and unified efforts among educational departments in sign language planning. No statistically significant differences were found between male and female teachers. However, significant differences were observed in some aspects of sign language planning between specialists in deaf and hard-of-hearing education and non-specialist teachers, in favor of the specialists. Differences were also found between teachers in Al-Amal institutes for Deaf and those in mainstream schools, favoring institute teachers. Additionally, significant differences were noted across geographical regions in all aspects of sign language planning.
Keywords: Language Planning, Language Policy, Sign Language, Educational Policies, Deaf Education, Hard-of-hearing.
Journal of Special Education and Rehabilitation, 2023
Tracing the emergence and development of educational programs that seek to increase the chances o... more Tracing the emergence and development of educational programs that seek to increase the chances of deaf and hard-of-hearing students enrolling in universities allows the development of similar programs and increases their access to higher education opportunities. The Higher Education Program for Deaf and Hard of Hearing Students at King Saud University is one of the leading programs in the Kingdom of Saudi Arabia. So, this study shed light on the period of establishing this program, the challenges it faced, and its future vision. It followed a qualitative research methodology specifically a case study design via semi- structured interviews and document analysis to collect the data. The sample of the study consisted of five founders of the program, who were chosen purposefully with specific criteria. The result of the study revealed that the program went through several stages which are designing a plan, implementing the plan, and following up the program. It also proceeded from several starting points, the most important of which are creating role models for the Deaf, empowering the Deaf in accordance with laws and legislation, and developing their Arabic language skills before enrolling in the university. The results also showed that the program faced many challenges, including social, administrative, and sign language interpreter challenges. Finally, the result showed that the independence of the program, supporting at-risk students, and documenting the academic sign language are among the most important goals the program seeks to achieve within its future vision. The researchers recommended expanding the follow-up and evaluation of the program and establishing a database to document all the work related to the program. It also recommended increasing efforts for the professional development of those working with deaf and hard-of-hearing students in the university to improve their participation in higher education settings and help them overcome the difficulties that they may face.
Journal of Special Education and Rehabilitation, 2022
تهدف الدراسة إلى تقديم إطار مقترح لدمج استخدام التکنولوجيا المتوافقة مع التصميم الشامل للتعلم في ... more تهدف الدراسة إلى تقديم إطار مقترح لدمج استخدام التکنولوجيا المتوافقة مع التصميم الشامل للتعلم في المناهج الدراسية الرقمية؛ ولتحقيق هذا الهدف اعتمدت الدراسة على المنهج الوصفي التحليلي، الذي يستعرض الأدبيات المتعلقة بمبادئ التصميم الشامل للتعلم Universal Design For Learning (UDL) والأدوات والموارد التعليمية الافتراضية واستخداماتها في تصميم المنهج الدراسي الرقمي ويحللها. تناولت الدراسة نموذج تکامل التکنولوجيا مع البيئة الرقمية (SAMR) Substitution Augmentation Modification Redefinition، وإطار المعرفة الخاصة بالمحتوى والتربية والتکنولوجيا Technological Pedagogical Content Knowledge (TPACK) واستعرضت أمثلة حول تطبيقاتها في المنصات التعليمية والمناهج الرقمية المتوافقة مع UDL.
بناءً على ما تم استعراضه من جميع الأدبيات السابقة وتحليلها، ظهرت الدراسة بإطار مقترح لدمج التکنولوجيا المتوافقة مع التصميم الشامل للتعلم في المناهج الدراسية، يبدأ بفهم الاحتياج الفردي للطالب؛ وينتج عنه کشف تحيز المناهج الدراسية الرقمية ومکافحته
The research aims to provide a proposed framework for integrating the use of technology compatible with the Universal Design for Learning (UDL) in the digital curriculum. To achieve this, the study relied on an analytical descriptive method that reviewed and analyzed the literature on UDL principles and virtual educational tools and resources. It also discusses the SAMR model and (TPACK) framework and examples of its applications with educational platforms and digital curriculum compatible with the Universal Design for Learning (UDL).
Based on a review and analysis of literature, the study presents a proposed framework for integrating technologies compatible with the Universal Design for Learning in the digital curriculum, from understanding individual students' needs to avoiding bias in the curriculum.
Journal of Special Education and Rehabilitation, 2022
يدعم القانون "کل طالب ينجح" في الولايات المتحدة الأمريکية التصميم الشامل للتعلم (UDL)، ويؤکد أهمي... more يدعم القانون "کل طالب ينجح" في الولايات المتحدة الأمريکية التصميم الشامل للتعلم (UDL)، ويؤکد أهميته کجزء مهم من قوانين وسياسات التعليم في الولايات المتحدة الأمريکية والدول المتقدمة؛ لأنه يوفر حلولاً مناسبة لتنوع الطلاب ويتيح الفرصة لتطوير الممارسات التربوية الشاملة التي تلبي احتياجاتهم المختلفة. تهدف هذه المقالة إلى مقارنة أنظمة التربية الخاصة في المملکة العربية السعودية کما ذکرتها القواعد التنظيمية للتربية الخاصة في المملکة العربية السعودية، مع قانون "کل طالب ينجح" في الولايات المتحدة الأمريکية، من خلال الترکيز على أدبيات التصميم الشامل للتعلم (UDL) في النظامين. تساعد هذه المقارنة في توضيح بعض المکونات والمتطلبات التي يجب توفيرها في لوائح وتشريعات التربية الخاصة لتتناسب مع تطبيق إطار التصميم الشامل للتعلم (UDL). تستند هذه المقارنة على عدة محاور: أنظمة التقويم، ونظام التحقق والمساءلة المتوافقة مع مبادئ التصميم الشامل للتعلم، والتکنولوجيا المتوافقة مع مبادئ التصميم الشامل للتعلم، والتمويل والدعم. في نهاية المقال قدمت الباحثة توصيات لتطوير الممارسات والأبحاث المستقبلية بهدف تطوير نظام تعليمي يتوافق مع الاتجاه نحو التصميم الشامل للتعلم (UDL).
Universal Design for Learning (UDL) is a significant part of American legislation. The U.S. federal law Every Student Succeeds Act (ESSA) supports Universal Design for Learning (UDL) because it provides solutions for students' diversity in the classroom. It also provides opportunities to develop inclusive education practices to meet the various needs of students. This article compares the Saudi Special Education Policy and the American law Every Student Succeeds Act (ESSA) to support UDL. This comparison is based on several themes: Evaluation system compatibility with UDL principles, verification and accountability system, UDL technology consistence with UDL principles, funding and support. This comparison will help clarify some components and requirements that should be part of the special education regulations and might help the policymaker adapt the Saudi Special Education regulation to align with the UDL framework. Through comparison, the researcher concluded that Saudi special education regulations are similar to the U.S. law the Every Student Succeeds Act (ESSA) in providing financial support and free education for students with disabilities, but are different in terms of funding and technology financing. Finally, the researcher offers suggestions for researchers to develop practices that support an inclusive education, compatible with the UDL framework.
Journal of Special Education and Rehabilitation, 2021
This paper reviews a book “Guidelines for Multilingual Deaf Education Teacher Preparation Program... more This paper reviews a book “Guidelines for Multilingual Deaf Education Teacher Preparation Programs” by Kurz et. al (2021). This publication discusses a new prospective in Deaf Education which is Multilingual Deaf Education Teacher Preparation Programs. The Multilingual Deaf Education program is an update term of bilingual Deaf education. Their main goal is to provide a guideline for Deaf education teacher training programs to prepare teachers in high quality to meet the needs of diverse languages and identities of Deaf students. In the book, the writers provide definitions of some terminologies related to Multilingual Deaf Education program and provides theoretical framework that considered when preparing their guideline. These guidelines offer recommendations for key components that can be parts of multilingual teacher preparation programs. These recommendations can be used to modify an existing program or to develop a new one. Since Saudi Arabia is seeking to move towards inclusive education, this book can be used as a reference for deaf teacher preparation programs so it can be aligned with the newest trends in education.
Journal of Special Education and Rehabilitation, 2020
يناضل العاملون في ميدان تعليم الصم للتغلب على التحديات التي تواجههم في تعليم مهارات القراءة للتلا... more يناضل العاملون في ميدان تعليم الصم للتغلب على التحديات التي تواجههم في تعليم مهارات القراءة للتلاميذ الصم؛ نظرًا لما يسببه فقدانهم السمع من تأثير سلبي على نموهم اللغوي، فجاءت هذه الدراسة للتعرف على فعالية استخدام استراتيجية الرموز الثابتة والمتحركة في القصص الرقمية ثنائية اللغة على تحسين الفهم القرائي الحرفي المباشر على الطالبات الصم، استخدمت الباحثة أحد أشكال تصميم الحالة الواحدة (SCD) وهو تصميم التقصي المتعدد مع ثلاث طالبات، تم جمع البيانات حول سلوك الإجابة عن أسئلة اختبار الفهم القرائي باستخدام أداتي (الاختبار والاستبانة)، عبر ثلاث مراحل وهي: مرحلة الخط القاعدي، التدخل، التعميم. وشملت عينة الدراسة ثلاث طالبات تتراوح أعمارهن ما بين (12-10)سنة، ويبلغ متوسط درجة ذكائهن ما بين (95-90)، وجميعهن من أباء سامعين، وجميعهن يستخدمن السماعات الطبية، ويستخدمن لغة الإشارة كطريقة أساسية للتواصل، ويتلقين الخدمات التربوية في نفس المعهد -معهد الأمل للبنات الصم- بمدينة الدمام، وأشارت النتائج إلى تحسن في مهارات الفهم القرائي لدى أفراد العينة. كما أشارت نتائج الصدق الاجتماعي إلى تقبل عال للتدخل المقدم، وخلصت الدراسة إلى أن استخدام الرموز الثابتة والمتحركة في القصص الرقمية ثنائية اللغة ذات فعالية في زيادة الفهم القرائي للتلاميذ الصم. It’s obvious that workers in the field of deaf learning are struggling to overcome challenges facing them in teaching reading skills to deaf students, because of the negative impact of hearing loss has on their language development. This study aimed to recognize the effectiveness of using the strategy of static and dynamic symbols in bilingual digital stories on improving the direct literal reading comprehension of deaf students. The researcher used one type of single case design tool (SCD) which is the multiple probe design across participants on three students. Data on behavior of answers to the Reading Comprehension Test questions were collected using two tools (test and questionnaire), through three phases: baseline, intervention, and generalization. The study sample involved three students with ages between (12-10) years, their intelligence degree average ranges between (90-95), all of them are born to hearing parents, and all of them use hearing aids and use sign language as a primary method of communication, and receive their educational services from the same institute -Al-Amal institute for Deaf Girls- in Dammam. The results of the study reveal an improvement in the reading comprehension skills of the sample members, the results of social validity also indicated a high acceptance of the intervention presented. The study concluded that the use of static and dynamic symbols in digital bilingual stories is effective in increasing the reading comprehension of deaf students. Keywords: Static symbols, dynamic symbols, Interactive reading stories, reading comprehension, Deaf
Book Reviews by Sarah M . Albuzaid, Ph.d
مجلة البحوث التربوية والنوعية, 2022
قدمت هذه الورقة مراجعة نقدية للفصل الرابع من كتاب (حلفاء الدمج: الإعاقة والإنصاف في التعليم العال... more قدمت هذه الورقة مراجعة نقدية للفصل الرابع من كتاب (حلفاء الدمج: الإعاقة والإنصاف في التعليم العالي " Allies for Inclusion: Disability and Equity in Higher Education") لمؤلفيه مايرز وآخرون Myers et al., (2013). يناقش الكتاب موضوعات محددة تركز على تحقيق العدالة وإنصاف الطلبة ذوي الإعاقة في التعليم العالي. وشدد على أهمية عمل منسوبي مؤسسات التعليم العالي كحلفاء لتحقيق الدمج وخلق بيئة ترحيبية وداعمة للطلبة ذوي الإعاقة أثناء الدراسة الجامعية، سواء كانت في الحرم الجامعي أو في الفصول الدراسية الافتراضية. تناقش هذه الورقة الفصل الرابع بعنوان "تعقيدات الحرم الجامعي: المشكلات والتحديات والتهميش"، وذلك لأهمية الموضوع لأعضاء هيئة التدريس والإداريين والعاملين في مراكز خدمة الطلبة ذوي الإعاقة في التعليم العالي والباحثون والمهتمون بوضع السياسات والبرامج والخدمات التي تقدم الدعم للطلبة ذوي الإعاقة لدمجهم ومساعدتهم في التغلب على التحديات التي يواجهونها في تعليمهم الجامعي.
This paper reviews the book "Allies for Inclusion: Disability and Equity in Higher Education" by Myers et al. (2013). The book discusses specific topics that emphasize justice and fairness for students with disabilities in higher education. It stressed the importance of university education personnel as allies to achieve inclusion and create a welcoming and supportive environment for students with disabilities during university studies, whether on campus or in virtual classrooms. This paper discusses the fourth chapter, "The Complexities of Campus: Problems, Challenges, and Marginalization." Due to the importance of the topic for faculty members, administrators, workers in service centers for students with disabilities in the higher education, researchers, and those interested in developing policies, programs, and services that support students with disabilities to integrate them and help them to overcome the challenges they face in their higher education.
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Papers by Sarah M . Albuzaid, Ph.d
Students who are deaf and hard-of-hearing (DHH) face challenges in
acquiring literacy skills that are appropriate to their grade level which require
using appropriate practices that have been scientifically proven. Therefore,
the aim of the current meta-analysis was to evaluate the effectiveness of the
interventions that were used to teach literacy skills. Studies were searched
using multiple search engines, selected from peer-reviewed journals in the
field of DHH education, and the reference lists of these studies were searched
to select studies that met the inclusion criteria. After that, the studies were
evaluated according to the quality indicators of What Works Clearinghouse (WWC). Then the affect size was calculated for eight studies that "Meets
Standards” and “Meets Standards with Reservations” using Tau-U effect size
measurement. The review found that the most targeted skill was vocabulary
and found that there were a number of interventions that had strong effects
(according to the Tau-U score). The most widely used intervention with
the greatest effect size score was direct instruction. Only one study targeted
writing skills, and the intervention was strategic and interactive writing,
which demonstrated moderate effect size.
Keywords: Hearing loss, effect size, meta-analysis, single case design,
literacy skills.
The United Nations Convention on the Rights of Persons with Disabilities and Saudi Arabia's Persons with Disabilities Rights Law guarantee the rights of individuals with disabilities to receive high-quality education. Therefore, Saudi Arabian higher education institutions have implemented programs specifically designed for Deaf and Hard-of-Hearing (DHH) students. According to the Quality Assurance Agency for Higher Education (2023), quality in higher education supports students in achieving positive learning and career outcomes. One form of support is the enhancement of self-determination skills, despite evidence of self-determination's role in facilitating success in higher education, research on deaf education has not explored this construct extensively.
Aim
This study explored the role of self-determination in enhancing the quality of higher education for DHH students according to the program’s staff’ perspectives. Furthermore, this study examines the opportunities provided to practice self-determination skills.
Methods
A qualitative approach was employed, involving semi-structured interviews with seven staff from six higher education institutes in Saudi Arabia.
Results
Inductive thematic analysis of the interview data revealed three key themes. First, interpreter scarcity hinders Deaf students' major selection, affecting their academic quality. Second, Deaf Role Models influence Deaf students' self-determination, thus affecting their academic quality. Finally, self-regulation was the least supported component of self-determination due to higher education institutes policies and support services.
Keywords: Language Planning, Language Policy, Sign Language, Educational Policies, Deaf Education, Hard-of-hearing.
بناءً على ما تم استعراضه من جميع الأدبيات السابقة وتحليلها، ظهرت الدراسة بإطار مقترح لدمج التکنولوجيا المتوافقة مع التصميم الشامل للتعلم في المناهج الدراسية، يبدأ بفهم الاحتياج الفردي للطالب؛ وينتج عنه کشف تحيز المناهج الدراسية الرقمية ومکافحته
The research aims to provide a proposed framework for integrating the use of technology compatible with the Universal Design for Learning (UDL) in the digital curriculum. To achieve this, the study relied on an analytical descriptive method that reviewed and analyzed the literature on UDL principles and virtual educational tools and resources. It also discusses the SAMR model and (TPACK) framework and examples of its applications with educational platforms and digital curriculum compatible with the Universal Design for Learning (UDL).
Based on a review and analysis of literature, the study presents a proposed framework for integrating technologies compatible with the Universal Design for Learning in the digital curriculum, from understanding individual students' needs to avoiding bias in the curriculum.
Universal Design for Learning (UDL) is a significant part of American legislation. The U.S. federal law Every Student Succeeds Act (ESSA) supports Universal Design for Learning (UDL) because it provides solutions for students' diversity in the classroom. It also provides opportunities to develop inclusive education practices to meet the various needs of students. This article compares the Saudi Special Education Policy and the American law Every Student Succeeds Act (ESSA) to support UDL. This comparison is based on several themes: Evaluation system compatibility with UDL principles, verification and accountability system, UDL technology consistence with UDL principles, funding and support. This comparison will help clarify some components and requirements that should be part of the special education regulations and might help the policymaker adapt the Saudi Special Education regulation to align with the UDL framework. Through comparison, the researcher concluded that Saudi special education regulations are similar to the U.S. law the Every Student Succeeds Act (ESSA) in providing financial support and free education for students with disabilities, but are different in terms of funding and technology financing. Finally, the researcher offers suggestions for researchers to develop practices that support an inclusive education, compatible with the UDL framework.
Book Reviews by Sarah M . Albuzaid, Ph.d
This paper reviews the book "Allies for Inclusion: Disability and Equity in Higher Education" by Myers et al. (2013). The book discusses specific topics that emphasize justice and fairness for students with disabilities in higher education. It stressed the importance of university education personnel as allies to achieve inclusion and create a welcoming and supportive environment for students with disabilities during university studies, whether on campus or in virtual classrooms. This paper discusses the fourth chapter, "The Complexities of Campus: Problems, Challenges, and Marginalization." Due to the importance of the topic for faculty members, administrators, workers in service centers for students with disabilities in the higher education, researchers, and those interested in developing policies, programs, and services that support students with disabilities to integrate them and help them to overcome the challenges they face in their higher education.