The reality and obstacles of teaching Saudi Arabian Sign Language (SASL) to hearing students in regular schools: Alshams Private School as a model

Abstract

IntroductionThis study delves into the reality and challenges associated with teaching Saudi Arabian Sign Language (SASL) to hearing students within the context of regular schools.MethodsA descriptive survey methodology was employed, utilizing a researcher-developed questionnaire. The sample comprised 148 participants, including 94 male and 54 female fifth- and sixth-grade students from Alshams Private School in Riyadh, Saudi Arabia.ResultsThe investigation unveiled various obstacles in SASL instruction, encompassing the absence of Deaf sign language teachers, limited availability of diverse levels or courses for sign language education, occasional student embarrassment, and challenges related to the learning environment and resources. Gender-based differences were observed, with female students exhibiting a more positive outlook on the feasibility of SASL instruction. However, no gender-based distinctions were evident concerning perceived obstacles or overall questionnaire responses. Additionally, no significant differences emerged between fifth- and sixth-grade students in their perceptions of obstacles or questionnaire responses.DiscussionThe findings offer valuable insights into the challenges and student perceptions associated with SASL instruction in Saudi Arabian schools. Notably, the study provides a foundation for further research and potential improvements in sign language education.