Inclusion of Deaf Students in Saudi Primary Schools

The thesis is methodologically located within a critical qualitative research framework. It begins by identifying a consistent pattern in the education of Deaf students at Saudi primary schools. The policy relevant to Deaf education in Saudi is analysed using Critical Discourse Analysis in Education (Diem, Young, Welton, Mansfield, & Lee, 2014). The goal is to investigate the extent to which this policy contributes to educational inclusion. Subsequently, the status of Deaf students in the national education system is investigated with possible factors underpinning this situation examined. Foucauldian Discourse Analysis (Willig, 2013) has been employed to analyse data collected from three important stakeholder groups: policymakers, Deaf adults and primary school teachers with experience teaching in isolated classrooms for Deaf students. Inclusive Education Theory (Slee, 2011, 2018) and, to a lesser extent, Critical Disability Theory (Goodley, 2016; Goodley & Runswick-Cole, 2016) have been employed to assist with conceptualisation and analysis. This is the first study in the Saudi context that distinguishes between ‘special’ and ‘inclusive’ education provision. Unlike other related Saudi studies, this one identifies self-contained classrooms as a form of ‘special’ education that isolates Deaf students. Conversely, an ‘inclusive’ approach to education deliberately includes Deaf students in general classrooms while providing required additional strategies and services. The study clarifies and theorizes the current education system that effectively creates barriers for Deaf students. It is hoped that the findings of this study contribute to the reconceptualisation and transformation of education provision for Deaf students in Saudi Arabia