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The Benefits of Cochlear Implants (CI) for the Educational Progress and Placement of Deaf Pupils at Primary School in Riyadh, Saudi Arabia

Albanyan, Mohammed (2015) The Benefits of Cochlear Implants (CI) for the Educational Progress and Placement of Deaf Pupils at Primary School in Riyadh, Saudi Arabia. PhD thesis, University of York.

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This research explores the benefits of cochlear implants (CI) for the educational progress and placement of deaf pupils at primary school in Saudi Arabia (SA). It also examines factors that might affect these benefits. This study provides an insight into the current situation of the educational status of deaf pupils with CIs in Riyadh in SA. Pilot study was conducted in order to examine the clarity of the research questions, instruments contents and structure. Amendments were made according to the findings of this pilot study. Participants comprised parents, teachers and clinicians’ perceptions, experiences and school academic report are involved by using semi structured questionnaires and interviews data. One hundred and ninety-six participants are from fifteen primary schools and one hospital. Key features highlighted advantages and disadvantages of CI, educational performance level of deaf pupils with CIs and compared to deaf pupils without CIs, availability of inclusion within mainstream classroom for deaf pupils with CIs and the factors might affect such educational progress and placements. The majority of parents, teachers and clinicians stated that CI has positive outcomes on the deaf child and benefits upon the educational progress. A substantial difference before and after surgery for better in improved hearing, educational achievement, language and speech, psychological and social aspects, more potential for inclusive education and greater independence were stated by parents, teachers and clinicians as advantages gained by their children/pupils/patients using CI. Analysis of data showed a notable discrepancy between participants’ experiences regarding the benefits of CI and the reality of the children educational progress and placements. The majority of pupils with CIs are studying in the year below the year that they are supposed to be at for their chronological age. Also, respect to the educational placements settings, the majority of pupils with CIs involved in this study are educated at units/classes attached to mainstream school but not within mainstream classroom where their hearing peers are. The study identified the factors affecting the benefits of CI, not only those that are related to the cochlear implants themselves, but also school-related factors and the role of administration and awareness, which seem to be dimensions that affect the outcome of CI in the Kingdom. Implications are discussed in view of findings.  

Item Type: Thesis (PhD)
Academic Units: The University of York > Department of Education (York)
Identification Number/EthosID: uk.bl.ethos.684630
Depositing User: Mr Mohammed Albanyan
Date Deposited: 06 May 2016 12:00
Last Modified: 24 Jul 2018 15:21
URI: http://etheses.whiterose.ac.uk/id/eprint/12669

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