This study seeks to determine the problems teaching English to deaf students from the teachers' perspective in the Kingdom of Saudi Arabia. Also, to determine the statistically significant differences about the problems of teaching English to deaf students from the teachers' point of view in the Kingdom of Saudi Arabia according to the variables of gender and years of experience. Online questionnaires were used to collect the data from 186 teachers. The results revealed that the problems teaching English to deaf students from the teachers' perspective in special education schools in the Asir region are moderately significant. Where that the problems related to English language curriculums for deaf students from the teachers' perspective in special education schools in the Asir region are highly significant. Also, that the problems related to the deaf students themselves from the teachers' perspective in special education schools in the Asir region are moderately significant. Regarding problems related to the educational environment for deaf students from the teachers' perspective in special education schools in the Asir region are highly significant. Finally, the problems related to the English language teacher from the teachers' perspective in special education schools in the Asir region are moderately significant. Also, the results revealed no statistically significant differences in the problems teaching English to deaf students from the teachers' perspective in the Kingdom of Saudi according to the variables of gender and years of experience.
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Mohamad Ahmad Saleem Khasawneh (2021) studied this question.