Abstract
ABSTRACTUnderstanding how deaf and hard-of-hearing (DHH) international students transition to post-secondary institutions is important for ensuring their academic and personal success. In this grounded theory study, five Saudi Arabian students who are DHH and enrolled at Gallaudet University were interviewed about their transition experience. Participants reported positive transition experiences and revealed that successful transition depended on resolving the tensions between Saudi and American cultures, accepting more personal responsibility, and social and academic integration. The results revealed that professors who are also DHH are influential role models, mentors are beneficial, remedial English language classes are necessary, and both male and female Saudi DHH students should attend social events on campus. This study is the first to focus on Saudi students who are DHH transitioning to academic institutions in the U.S.
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