What question did this study set out to answer?

This study aims to evaluate schoolteachers' preparedness to support deaf and hard-of-hearing (DHH) students in mainstream classrooms based on psychological and contextual factors.

July 2, 2026Open Access

Teachers' readiness for sustainable inclusive practices for supporting deaf learners: A cross-sectional study of psychological and contextual dimensions in northern Saudi Arabia

Key Points

This study aims to evaluate schoolteachers' preparedness to support deaf and hard-of-hearing (DHH) students in mainstream classrooms based on psychological and contextual factors.
Cross-sectional survey conducted among 405 schoolteachers in the Aljouf region, Saudi Arabia.
Utilized a validated questionnaire to assess knowledge, attitudes, and perceived barriers related to DHH inclusion.
Analyzed associations using statistical tests to understand factors influencing teachers' readiness.
49.9% of teachers showed adequate knowledge about inclusion; 55.8% had positive attitudes towards it.
Teachers aged >45 years had lower odds of knowledge (p=0.004); those with DHH teaching experience had higher odds (p=0.007).
Positive correlation found between knowledge and attitudes (Spearman's rho=0.457, p<0.001).

Abstract

Background and objectives Empirical evidence regarding the psychological and contextual dimensions of schoolteachers' preparedness to support the inclusion of deaf and hard-of-hearing (DHH) students in mainstream school settings is essential for effective policymaking. Therefore, the present study assessed schoolteachers' knowledge, attitudes, and self-perceived barriers to the inclusion of DHH students in mainstream classrooms. Methods This analytical cross-sectional study surveyed schoolteachers across different educational levels and settings in the Aljouf region of Saudi Arabia using a validated questionnaire. Associations among teachers' knowledge, attitudes, perceived barriers, and participant characteristics were analyzed using appropriate statistical tests. Results Among the 405 participants, 49.9% demonstrated adequate knowledge, and 55.8% reported positive attitudes toward inclusion. Teachers aged >45 years had lower odds of possessing adequate knowledge ( p = 0.004). Teachers with prior experience teaching DHH students ( p = 0.007) and those who had received special/inclusive education training ( p = 0.010) had higher odds of possessing adequate knowledge. Schoolteachers working in city schools had lower odds of reporting positive attitudes than those working in rural schools ( p = 0.025). The findings revealed a positive correlation between knowledge and attitude scores (Spearman's rho = 0.457, p < 0.001) and a negative correlation between attitude and barriers scores (ρ = − 0.383, p < 0.001). Conclusion These findings highlight the importance of psychological and contextual factors, particularly teacher knowledge, attitudes, and perceived barriers, as interrelated dimensions of inclusive readiness. Achieving effective and sustainable inclusive education requires strengthening continuous professional development and ensuring access to communication support services.

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