Examining perceptions of inclusion of deaf and hard-of-hearing students in art and design higher education in Bahrain

Abstract

Despite the current endeavors by the government in Bahrain to promote inclusion of students with special educational needs, the perceptions of deaf and hard-of-hearing students’ inclusion is yet to be examined in the art or design classroom. The research involves a thematic analysis of the challenges and opportunities of inclusive education in art and design higher educational settings, and investigates the perceptions of educators, parents, and students of it. It mainly aims to provide guidelines and recommendations for the implementation of the most effective teaching approaches in art and design higher education for deaf and hard-of-hearing students in Bahrain. The study involves two stages; the first involved conducting semi-structured interviews with parents and the second stage was based upon interviews and focus groups with deaf and hard-of-hearing students enrolled in the BA Art and Design program at the University of Bahrain. The study is undertaken to determine the most effective strategies, pedagogies and approaches that can be employed by educators to enhance deaf and hard-of-hearing students’ learning process. It mainly concludes that segregating deaf and hard-of-hearing students in self-contained classrooms for theory-based courses and customizing the theoretical content to suit their linguistic capabilities will maximize their educational attainment.