Manal Alkharji

By Manal Alkharji

A way to safeguard university students’ educational rights is through inclusive higher education. It allows deaf and hard of hearing students (DHH) to effectively access and gain from their education. To facilitate academic success, inclusive programs must provide DHH students with diverse educational services that ensure proper access to information in lectures. This chapter discusses the role of educational services in the inclusive higher education of DHH students. These services are an integral part for the academic success of these students in higher education. The following are some of the educational services for DHH students that will be covered in the chapter: modified classroom delivery, presence of coordinators, and note-taking services, as well as the teaching experience as important elements that will influence the development of inclusive higher education for DHH students. The aim of this chapter is to describe the role of educational services for DHH students in promoting inclusive higher education through an analysis of previous research, as well as an overview of the key issues regarding these services. It also compares the roles of these services in various universities around the world. This chapter also considers the challenges of providing and using these services as a component of a comprehensive strategy for the academic integration of DHH students.

Part of the book: Inclusive Pedagogy in Contemporary Education

By Manal Alkharji

The purpose of this chapter is to investigate the most important information and communication technologies (ICT) that should be provided to students with hearing disabilities in higher education institutions by reviewing the most important research, studies, and recent literature in several countries at the present time and comparing them. The primary goal is to communicate the importance of ICT and highlight how they benefit students with hearing disabilities in colleges and universities. This chapter gives examples of ICT being offered across several countries. The result of the present review shows that there are a few successful experiences regarding the provision of ICT in higher education. Showcasing the significance and usefulness of ICT use for students with hearing disabilities in obtaining information and communicating in the classroom. Additionally, ICT availability in higher education institutions differs from country to country. ICT in higher education should be prioritized by governments since they enable students with hearing disabilities to overcome barriers present in conventional higher education programs.

Part of the book: Updates on Hearing Loss and its Rehabilitation