الفروق في مهارات تقرير المصير بين الطلبة الصم وضعاف السمع وأقرانهم السامعين في المرحلة المتوسطة بمدينة جدة
The world today emphasizes empowering individuals with disabilities and enhancing their role in society, highlighting the importance of self-determination as a fundamental element in empowering students. Developing self-determination skills is essential as these skills reflect the ability to make decisions, take responsibility, and manage one’s life effectively. Therefore, the current study aimed to identify the differences in self-determination skills between deaf and hard-of-hearing students and their hearing peers in middle schools in Jeddah, as perceived by their parents. The study included a sample of 288 parents. The results indicated a positive perception of the level of self-determination skills possessed by both hearing students and deaf or hard-of-hearing students. Scores varied across the dimensions of self-determination, with the independence dimension receiving high scores, followed by the self-awareness dimension, which also reflected a high level of self-awareness but was comparatively lower. The psychological empowerment dimension scored lower, while the self regulation dimension scored very low. The results showed no statistically significant differences between deaf and hard-of-hearing students attributed to health status or gender. However, differences were found based on socioeconomic status and parents’ age. In light of the findings, the study recommends conducting qualitative studies to measure the level of self-determination skills from the students' own perspectives and emphasizes the importance of providing opportunities for practicing self-determination skills. (Published abstract)