The purpose of this study was to examine evidence-based practices related to reading comprehension through metacognitive strategies utilizing digital books among deaf and hard of hearing (DHH) in higher education. Previous literature has demonstrated that the major educational challenge for DHH students was developing reading comprehension skills. This issue becomes more complex when DHH students start their undergraduate education in Saudi Arabia due to the difficulty of understanding academic books and journals. Based on the preliminary data, an intervention was designed for DHH students with control and treatment groups (n ¼ 36). The control group was taught using metacognitive strategies-based printed books. By contrast, the treatment group received an intervention through metacognitive strategies-based digital books. The procedure of the study was designed through multiple measurements: The Achievement Test of Reading Comprehension was used as a baseline measurement. In addition, classroom observations were used during the

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The aim of this study was to examine the status of virtual reality in institutions and mainstreaming classrooms of students who are deaf and hard of hearing as implemented by the teachers. The participants of this study )n= 482) were teachers from different cities and districts in the Kingdom of Saudi Arabia. Based on the theoretical framework of this study, the instrument was built for this study after adopting items of related studies. The instrument followed the procedures of validity and reliability. The instrument had three dimensions: teachers' awareness of virtual reality, obstacles of implementing virtual reality in schools, and measuring the motivation level of teachers of students who were deaf and hard of hearing toward implementing virtual reality in their schools. The results of the study indicated that teachers were unaware of virtual reality applications; moreover, there were many obstacles for implementing virtual reality in schools. The results also indicated that the teachers' motivation' levels were positive and significant differences among teachers were registered regarding the variables of teachers' qualifications, years of teaching experience, and class level. Finally, the study proposed several recommendations and suggestions based on the results.

This study aims to identify the current status of publishing special education researches in Saudi scientific journals in the period of (2015 - 2021) and provides an analysis of research trends concerning the topics published. The study also sheds light on the variation of topics tackled in the published researches, according to specific criteria which include the research methodology, disabilities categories covered by the studies, samples, academic stages, where studies were geographically conducted, type of participation in publishing, study levels, and research financing. The analysis includes (359) researches from (32) Saudi scientific journals, which are analyzed by using the bibliometric approach. The study arrives at that the percentage of publishing the special education researches has reached (6.97%) of the total studies published in (2015 – 2021). The results indicated the top scientific journals that publishing researches in special education in the targeted period, determining the most studied disability categories, and type of research methods that used in these studies. The findings show the most special education researches have been applied in the main cities in the Kingdom. In terms of the types of authorship, it has been found that researchers are considerably inclined to the individual publication, and only a small number of studies have received financial support. Based on the results of the analysis, recommendations were made to direct scientific research in the field of special education in the future.