1. Introduction

Technology made great strides throughout the last decade of the twentieth century and the beginning of the twenty-first century, especially in the areas of Information and Communication Technologies (ICT), which had an impact on educational systems. The students with disabilities have benefited from this advancement, among other groups. Many laws have emphasized the rights of individuals with disabilities by enabling them to use technology and communication methods that foster the greatest possible intellectual and social development [1]. Article 9 of the Convention on the Rights of Persons with Disabilities (CRPD) specifically emphasizes the duty of Member States to ensure access to ICT. Thus recognizing the importance of ICT application in the modern age [2].

The modern educational trends emphasize the need to find the best technologies and the most effective means concerned with providing an interactive educational environment. That is suitable for attracting the interest of students with hearing disabilities and urging them to learn as well as improving the outcomes [3]. According to Zirzow, education is a field greatly impacted by technology for the purposes of instruction and communication [4]. Therefore, the influence of ICT is extended to the field of higher education for students with hearing disabilities in all its specializations. This means improving classrooms through the provision of technological devices, such as computers, real-time captioning, C-Print, and whiteboard [5, 6].

2. ICT for students with hearing disabilities in higher education

ICT in education refers to the adoption of generic information technologies in the teaching and learning process [7]. Computer and network hardware, as well as associated communication software, are all parts of ICT. In other words, ICT includes information technology in addition to devices and tools represented in the computer and its applications, and all other electronic and digital means of assistance [8, 9]. Modified or specialized instructional technologies are used with students with disabilities to improve their performance and capabilities [1].

There should be as many avenues as possible for students with hearing disabilities to access information. Therefore, the inclusion of technology for these students in teaching is very important. According to United Nations, ICT should be used to promote greater inclusiveness and involvement. ICT has a higher role in this regard to educate students with hearing disabilities at the same pace as their peers [8]. ICT makes it easier for them to participate in the educational process and academic development [10]. Therefore, students with hearing disabilities in higher education institutions should be equipped with the requisite technological know-how to use the technology that is made available to them. This is done to guarantee that technological services are used effectively because developing these abilities boosts students’ academic performance [11]. According to Peng and Daud, the integration of ICT into the classroom of students with hearing disabilities is more complicated because they are generally classified as visual learners [12]. Therefore, technology in education is crucial for these students because their nature of learning to access the information is visually orientated [13].

As ICT is a visual medium, it allows students with hearing disabilities to expand both their general knowledge and language use without being reliant on spoken word. This is done by displaying pictures, signs, or writings on a screen [8]. It is one of the primary methods used to transmit information to these pupils since it fosters their ability to learn and process information [14]. Therefore, technology should be made available to all teachers and students with hearing disabilities and adapting it to make it applicable in the learning environment. It is an essential aspect when providing educational services in the classrooms that include students with hearing disabilities because the visual display plays a key role in understanding a task [5, 13].

The benefits of using ICT in teaching and learning are based on the opportunities it provides for alternate forms of communication, offering access to educational resources in a more convenient way [15]. The use of ICT in teaching process at higher education institutions helps students with hearing disabilities to access educational resources and enhances motivation by enabling them to actively participate in learning experiences. Moreover, the use of ICT in teaching helps these students learn effectively, promotes access to the general curriculum, develops independent work skills, as well as improves access to education and enhances educational and employment opportunities for students with hearing disabilities [16]. In addition, the use of ICT can help them improve their language skills.

Both Students with hearing disability rehabilitated by hearing aids or cochlear implants and students with hearing disability non-rehabilitated could benefit from ICT. According to Peng and Daud, whatever the degree of hearing loss for students, it is possible to compensate this loss through the use of ICT services that help them obtain information within the classroom [12].

Despite the importance of ICT in the education of students with hearing disabilities in higher education, many of them today lack access to the most up-to-date ICT tools and technologies [13]. Effective technological integration in education is hampered by significant barriers. ICT integration in students with hearing disabilities’ classrooms is more complex and difficult to learn in some ways. This is because the students have different levels of hearing loss which either directly or indirectly affect them [12]. Secondly, there is not a single, obvious way to incorporate technology into educational environments [17]. Thirdly, barriers that were identified by Lartz et al. included the interactions between sign language interpreters and the technology at the same time during the lectures, and difficulties in coordinating information from the faculty members, the interpreter, and the technology [18]. According to Chong and Shaffe, without the ICT, the students with hearing disabilities are unable to fully participate in the classroom discussions [19]. Furthermore, researchers mentioned that the use of technologies in the learning process of students with hearing disabilities is not often addressed in secondary schools, and this has ramifications when they attend higher education [20].

To overcome these obstacles, previous researchers have recommended involving faculty members and students with hearing disabilities in the planning processes of using the assistive technology. Faculty members need to be willing to use ICT in their classes and have access to resources when needed [8]. Also, Lartz et al. recommended that the technology planning for a classroom should be done by all the stakeholders, such as faculty members, students with hearing disabilities, and interpreters [18]. Moreover, Al-Rayes recommended that modern technology must be employed in the teaching of students with hearing disabilities, as well as training faculty members on designing websites and electronic tests for these students [21]. Furthermore, students with hearing disabilities should be able to read subtitles and use wireless devices in the classroom to listen to higher education instructors.

Many studies indicated that students with hearing disabilities in higher education institutions used a group of technologies, such as the internet, e-mail, messaging, real-time captioning, C-Print, and whiteboard [5, 6, 18, 22]. The use was justified by the fact that a few of the faculty members who instructed students with hearing disabilities in universities were fluent sign language communicators. Thus, technology was the primary means of communication with students with hearing disabilities during the lectures [18]. Obviously, faculty members should choose the best technological devices and tools to support their students’ learning processes while considering their individual peculiarities and special requirements [17]. A detailed explanation of each technology is stated below:

2.1 Real-time captioning

One of the devices that is used by students with hearing disabilities in higher education institutions is real-time captioning [11]. Real-time captioning, known as speech-to-text, is one method of providing communication access [23]. It is a technological device that transforms audio content into a text display to facilitate information access and improve communication opportunities [5]. Real-time captioning, often referred to as live transcription or speech-to-text, is a service that provides students with hearing disabilities with immediate access to spoken communication in lectures and conversations [24]. The text message is displayed on the screen and includes conversations and audios [12]. Also, caption is a visual tool that assists the learning process of students with hearing disabilities and overcomes the hurdles they face in classrooms and enhances reading skills [5].

Captioning is the most valuable element to the students with hearing disabilities in a higher education level. It appears to be a useful tool for supporting hearing disabilities college students in accessing information and communicating [24]. This service is suitable for those students who do not benefit from hearing assistive devices, and students who have difficulty following lessons [11]. Offline captions are created by playing a video and the online captions in real-time are transferred into written texts. Therefore, using captions facilitates access to discussions and lectures by students with hearing disabilities [5]. According to Stinson and Stevenson, students with hearing disabilities perform better academically after receiving captioning services because it facilitates their learning [11].

Previously, research suggested that students with hearing disabilities prefer notes created in real-time systems rather than handwritten notes. This is because they provided a permanent record that a student can review after class to remember relevant information [22, 25]. Moreover, handwritten notes have limitations. They can be messy or disorganized since note-takers could not write nearly as rapidly as faculty members can talk [26]. As an illustration, explanatory publications that are published in real time retain the most information from faculty members, even though the notes taken may differ from those of note-takers. Nevertheless, the availability of such notes may lead to increased workload rate of students with hearing disabilities, requiring time and a lot of extra effort to identify the important points [24]. According to Kawas, Karalis, Wen, and Ladner, there are several problems related to the use of real-time captioning in university, such as limited control, and complex settings [27].

2.2 C-print

One of the first technological devices that students with hearing disabilities used in colleges and universities was Computer-Aided Transcription System (C-print) [28]. The C-Print service was first provided in 1996. In 2015, more than 2000 students were trained to provide this service. In recent years, the use of C-Print service has grown significantly. C-Print is a computer-related system which is used in lectures to help students with hearing disabilities to transcribe and print speech [22]. It is a system of real-time transcription and conversion of speech into written text. It is considered a printed literal version of what was said in lectures. By saving texts created during lessons and saving them in electronic form, it gives students with hearing disabilities a reference method to remember lectures [22]. Additionally, the computer-saved text file is used by being edited, printed, and then distributed to tutors and students with hearing disabilities [28].

Stinson et al. presented different benefits of C-Print services. First, the display remains on the screen long enough to allow students with hearing disabilities to fill in information they might have missed from the interpreter or faculty members. Second, a hard copy of the lecture transcript is available after class in the computer’s memory [22]. Third, it can be useful for students with hearing disabilities in writing their assignments or improving their written language [29]. According to Elliot, Stinson, McKee, Everhart, & Francis, C-Print usage and academic performance were positively correlated because it improves students’ educational opportunities [30]. Furthermore, the results of Stinson et al. indicated that the students with hearing disabilities preferred the use of the C-Print service because it was much more detailed than the handwritten notes [22].

More so, there are many technological devices that help students with hearing disabilities benefit from hearing remnants and improve learning outcomes, such as interactive whiteboard and e-textbooks [3, 6]. Interactive whiteboard is one of the various methods which is used to deliver helpful learning experiences. It has become popular in the last ten years because it facilitates and improves the learning of these students [6]. Students with hearing disabilities benefit from interactive whiteboards because they can see what is going on and what they need to do without having to listen to the teachers. Written instructions combined with demonstrations enable for hearing student involvement without the requirement for listening or speaking [8]. Additionally, in educational settings, e-textbooks are becoming more common. Collaboration and interaction are made easier with the material, other students, and the teacher through interactive features including surveys, quizzes, note-exchange, and instructor remarks. Also, the usage of digital recorders by students who have mild to moderate hearing loss is frequently beneficial. The technology allows students with hearing disabilities to record lectures, which may then be played back later. This can be especially helpful in settings without additional listening devices [10].

3. ICT provision for students with hearing disabilities in higher education in different countries

3.1 United States of America (USA)

In the USA, there are many public and private higher education institutions that provide services to students with hearing disabilities such as Gallaudet University and the National Technical Institute for the Deaf (NTID). According to Stinson et al. approximately 75% of students with hearing disabilities receive their education alongside hearing classmates [22]. More and more of these students enroll in normal colleges alongside peers who can hear. More than 23,000 of the 25,000 students with hearing disabilities participating in postsecondary education in the USA are doing so in programs with a hearing student majority [31]. According to Hyde et al., students with hearing disabilities frequently struggle to understand speakers and other participants when they attend classes with hearing students [23]. Therefore, ICT helps these students to understand the speakers.

According to Braun et al., there are centers in the US providing ICT for students with hearing disabilities, such as the NTID, which provides global teaching and learning resources to better support these students in higher education [29]. The NTID, a college of Rochester Institute of Technology (RIT), was founded in 1965 to offer technical and professional education programs to students with hearing disabilities, along with arts and sciences curriculum, to better prepare them for life and work [23]. At the NTID, real-time captioning and systems such as C-Print are provided which is a speech-to-text system that helps students with hearing disabilities access information in the educational environment. Computer and Internet technologies have also been utilized to their advantage [16].

Hyde et al. examined a significant communication tool created at NTID, the C-Print real-time captioning service, which is utilized to improve students’ communication access at RIT and other colleges and universities [23]. Captioning is a commonly used system in many US higher education institutions. Also, C-Print, TypeWell, and Communication Access Real-Time Translation (CART) are the main systems used in US higher education institutions to provide real-time captions. Therefore, the C-Print real-time captioning system has been in development by a team of academics and developers at NTID for the past 25 years [23]. C-Print and TypeWell offer meaning captions, which means the caption translates spoken language into a simple-to-read format using a standard keyboard [24].

3.2 Kingdom of Saudi Arabia (KSA)

After King Fahad bin Abdul-Aziz’s approval on March 8, 2001, students with hearing disabilities may apply to higher education institutions, ensuring they had the same access to higher education possibilities as other students [32]. Even though there are 30 public universities and 12 private universities in the KSA, the statistics showed that there are few higher education institutions that provide programs to students with hearing disabilities [33]. Based on the royal approval, departments for these students were opened at the College of Telecom and Information (CTI), the Arab Open University (AOU), and King Saud University (KSA) [32]. At the CTI, the department of special technology program is one of the first introductory programs for students with hearing disabilities in higher education. In 2005 and 2006, special classes for these students were opened at the CTI in Riyadh, Hail, and Al Qassim city. Each department has classrooms and computer labs [21].

In 2011, KSU prepared the university environment for the admission of students with hearing disabilities by equipping the halls with the necessary requirements and techniques for their education [32]. Additionally, the classrooms have been equipped with advanced and modern technological devices. To assist students with hearing disabilities with writing reports and conducting library or online searches, additional services are offered. In a higher education program for students with hearing disabilities at KSU, Al-Hawi conducted a study with the intention of determining the reality of ICT use among faculty members and support staff. The researcher used a questionnaire-based survey using descriptive methodology. The sample consisted of 26 faculty members and support staff who were in the program. The findings showed that the internet, computers, smart boards, and electronic mail systems were the most common and widely utilized technology among KSU faculty members and support staff. However, the challenges that prevented them from using the ICT were the result of poor awareness of its importance in teaching students with hearing disabilities [3].

Within the same context, a study by Salem identified the reality and the obstacles of using educational technologies among students with hearing disabilities at the same university. The study sample consisted of 40 students. The results showed that the use of technology in learning was moderate, and the poor level of Arabic language in reading and writing among the students with hearing disabilities was the most important obstacle which limits the use of technology. The results indicated that the amount of technology use in education was moderate and that the main barrier limiting the use of technology among students with hearing disabilities was their low proficiency in reading and writing Arabic [34]. There was empirical evidence that students with hearing disabilities did not gain skills above the level of third-to-fourth grade in reading and writing [35].

According to Al-Kharji and Cheong, students with hearing disabilities do better academically if technology is used more effectively in Saudi universities because it significantly aided these students in gaining access to and remembering lecture material [32]. Despite this, some universities face challenges in the effective use of these devices [34]. Al-Hawi and Al-Rayes recommended that the Saudi universities must increase the availability of hardware, software, educational devices, and applications necessary for the uses of ICT directed specifically at serving the students with hearing disabilities, including computers, digital speakers, and headphones [3, 21].

3.3 United Arab Emirates (UAE)

In the UAE, each student with disabilities is integrated and educated by the Ministry of Education. Students with hearing disabilities are included in all educational levels up to the undergraduate level. Also, they get special education along with other hearing students to take advantage of educational possibilities when they become available [36]. In UAE higher education institutions, students with hearing disabilities utilize computers to sharpen their writing and linguistic abilities. These students can learn how to use ICT tools and resources for education. Through their visual memories, they use digital information resources for reading, writing, and social engagement [37]. Moreover, there are several reports on the use of the Internet for educational purposes whether for self-learning or teaching, accessing information, enhancing thinking abilities, or increasing knowledge. The outcomes of these reports highlight how crucial the Internet is for students with hearing disabilities. This is since having access to and using the Internet is now a requirement for these students to be successful in their academic endeavors [1].

Al Ain University (AAU) was one of the first universities in Al Ain and Abu Dhabi that started a program for students with hearing disabilities to obtain a bachelor’s degree in Applied Sociology and Special Education in 2015. The programs began with 30 and 38 students [1]. As a foundation for innovation and to better prepare students with hearing disabilities for the job market, AAU has been motivated to incorporate contemporary technologies into the educational process in its curricula and instructional goals. As a result, the institution has given the usage of ICT a lot of consideration. The AAU supplies a variety of materials and technological equipment for the courses and has high-speed Internet connections. Furthermore, the university website includes learning tools like Microsoft Team, Moodle, and Egate, electronic courses are also offered [1]. Kaba and Ellala presented several recommendations to the UAE higher education institutions. First, academic programs should make sure that students with hearing disabilities have access to computers and the Internet on campus. Second, institutions must arrange training sessions and workshops on how to successfully use computers and the Internet for academic purposes for these students [1].

3.4 Russia

In Russia, since 1934, Bauman Moscow State Technical University (BMSTU) is one of the most important universities that has provided students with hearing disabilities with an opportunity for education. Subsequently, in 1994 a Deafness Center was established within BMSTU, with greater focus on the needs of students. This center provides many technological devices, the most important of which are smart boards, computers, projectors equipped with classrooms, as well as PowerPoint presentations and MS Word materials [16].

In BMSTU, the C-Print system is not available, but the “in-class notes” approach has been used. In this approach, faculty members are responsible for taking notes and all conversations by typing on their computer to be displayed on a screen. This method is quite effective but very time-consuming. Kirsanova et al. mentioned that although there are various programs for students with hearing disabilities in Russia, there is a need for improvement regarding the use of ICTs in teaching students with hearing disabilities. It also recommended to organize training courses in the use of ICT for faculty members who work with these students. In addition to experimenting with new technologies and methods [16].

3.5 Europe

The European Union (EU) has established directives that would provide ICT accessibility by 2023, such as audiovisual media services, electronic communications, and websites. Its objective is ICT accessibility for students with disabilities. The most of member states have regulating bodies in place and regulations to support and encourage the accessibility of ICT services as well as websites and mobile applications. However, availability varies from country to another [38].

Most EU countries, including the United Kingdom, Norway, Germany, France, Denmark, Slovakia, Sweden, Ireland, Switzerland, and Netherlands have policies in place to make it easier for students with hearing disabilities to access information, communication, and education as well as ICT services. A growing number of accessible communication tools are being developed for these students, such as offline and closed captions, text and video relay services, video remote interpreting services that may be accessed through an application or as a web service, and communication access real-time translation (CART), and other augmentation and alternative communication methods [38].

Also, in these countries, there has been a growing interest in employing teachers for students with hearing disabilities, educating professionals and staff about the ICT accessibility issues, as well as digital accessibility, such as web and electronic document accessibility, and real-time captioning. Moreover, accessibility has been implemented to websites and mobile applications of higher education institutions based on the Royal Decree 1112/2018 in Spain [38]. They gave them the chance to learn, connect with others, and use the same services in a way that was efficient and fair in universities and colleges. In contrast, many countries still do not have closed captioning, and sign languages do not consistently provide comprehensive information [39].

3.5.1 Slovenia

In Slovenia, very few students with disabilities effectively completed their studies in higher education [10]. According to the Deaf and Hard of Hearing Clubs Association of Slovenia, the students with hearing disabilities are most affected by this issue, and they are also the least educated group in Slovenia [40]. The educational process in Slovenian higher education institutions can be made easier for the students with hearing disabilities so that they can follow lectures. Since these students must rely more on their vision owing to hearing loss, supportive visual media aids like graphs, tables, and spreadsheets are frequently employed for computer education [41]. In Slovenia, various pieces of technology and software are presently used in classrooms and institutions to assist students with hearing disabilities [10].

3.6 Australia

Few universities in Australia offer specialist help for students with hearing disabilities; Instead, it offers general disability support departments in 39 institutions. When needed, it hires tutors and interpreters. Griffith University is one of the few universities in Australia with a specialist curriculum for these students, which enrolls more than 32,000 students over five sites in Southeast Queensland [23]. Students with hearing disabilities have a long history at Griffith; the university’s Deaf Student Support Program (DSSP), which was founded in 1985, is still active today. This program provides some ICT services such as captioned videos and professional tutorial assistance. Almost ten years ago, the majority of other Australian universities have created a variety of support services for these students [23].

A retrospective analysis of students with hearing disabilities’ experiences at Griffith during a 20-year period, as well as the experiences of graduates in employment and further education, was conducted by the Center for Deaf Studies and Research. The study’s goals were to determine which academic, social opportunities, and support services helped graduates with hearing disabilities transition successfully into the workforce and how much their university experiences contributed to that achievement. There were 72 participants, including present and former Griffith University students. The bulk (70%) had attended the institution between 2000 and 2005 and were enrolled or recent graduates [23]. The study asked respondents about communication technologies used. Participants clearly said that the availability of their selected academic program was the main factor in their decision to attend the university (76%). Furthermore, 21% of respondents said that knowing about Griffith University’s support services played a significant role in their decision. Peer note-taking was most frequently used (65%), followed by laptop computer note-taking (19%). 35% of the students with hearing disabilities reported using technology and communication aids, such as hearing aids, Frequency Modulation (FM) devices, web services, e-mail, and short message service, while 36% of these students used interpreters. Overall, the students with hearing disabilities enrolling at this university demonstrated significant and successful engagement in their academic, social, and professional endeavors [23].

3.7 New Zealand

According to Hyde et al., the transition process for students with hearing disabilities in New Zealand has only ever been investigated in the study of Powell, which was carried out in (2011). According to the study’s findings on transition, New Zealand students’ learning and participation experiences when they started postsecondary study were significantly influenced by their level of understanding of their own learning needs, and familiarity with the variety of resources available, including ICT [23, 42]. Moreover, the problems it revealed are still relevant today. Since the study, neither the delivery of support services nor the use of and expertise with various technological aids has changed. For students with hearing disabilities in New Zealand, there is still no planning available for the transition of these students to higher education [23]. Consequently, any progress toward inclusive education at the postsecondary level for students with hearing disabilities must be on par with hearing students. Additionally, there must be a greater understanding of the academic and technology needs of students with hearing disabilities before they move from compulsory education to higher education. Also, there must be decisions about providing supportive technology services to these students before enrolling in higher education [23].

3.8 South Africa

In South Africa, there are some higher education institutions which accept students with hearing disabilities but do not offer necessary academic support or inclusive curriculum. According to Bell and Swart, students with hearing disabilities are getting more access to higher education, but they are still underrepresented and receive inadequate support, which frequently leads to subpar academic results. Both in established and developing countries, including South Africa, students with hearing disabilities are still underrepresented in higher education [43]. In addition, very little study has been done in South Africa on the teaching and learning requirements of these students in higher education or on the services and techniques they need to succeed academically. Consequently, universities are under increasing pressure to enhance the overall teaching and learning support offered to these students in order to have a beneficial impact on these students’ overall academic experience and economic independence [43].

4. Discussion

In many countries, ICTs have the potential to be an effective instrument for increasing educational possibilities for students with disabilities. ICTs have generally lowered the entrance requirements for higher education. Therefore, ICT should be made available and systematically used in countries since it also improves research, teaching, and learning [44]. In order to use ICT effectively, policies must be clearly stated, operationalize specific plans for targets, and guarantee the availability of necessary resources. For instance, increases in the number of faculty members who use online reporting, and increases in the percentage of courses that incorporate ICT technologies in their design and delivery [45]. As asynchronous learning is made feasible by ICTs through online course materials, students no longer have to rely entirely on printed books and other materials for their educational needs. The Internet has made it possible for a limitless number of students to have access to a multitude of educational resources in practically every subject and across a range of media [44].

Students with hearing disabilities around the world have had the opportunity to benefit from the changes that occurred when technology was provided and used in higher education institutions [32]. Prior studies investigated how students with hearing disabilities from various parts of the world used ICT tools and resources in higher education institutions [1]. Bell and Swart, stated that although more and more students are being admitted to universities in both developed and developing countries, they are still under supported in some countries, which frequently leads to subpar academic performance [43]. Furthermore, most of the research on the academic inclusion of students with hearing disabilities in higher education has been conducted in settings with specialized support services, as the kind and scope of support services vary considerably between countries [23].

The use of facilities that are related with computers such as e-mail and the Internet is nothing new in many developed countries [16]. In contrast, there are some countries that do not provide the necessary support for students with hearing disabilities in higher education [23]. The current review of previous studies that examined the provision of ICT to students with hearing disabilities in higher education in several countries found that countries such as the US and Australia provide real-time captioning which is a speech-to-text system to help these students access information in the educational classrooms. Students with hearing disabilities use real-time captioning at universities and colleges such as NTID and Griffith University to help them get over communication obstacles caused by learning in hearing-predominant settings [24]. They also took advantage of computer and Internet technologies, web services, e-mail, and SMS to improve their achievement [16]. Another factor in improving the performance of these students in the US is the provision of C-Print system in higher education institutions for many years. Results from several previous studies showed that undergraduate students with hearing disabilities who received C-print services in their classes have benefited from these services because they got the important details of the lessons and there were also printable computer-saved copies. In contrast, the C-Print system is not available at BMSTU in Russia, but note-taking and in-class conversations have been utilized by faculty members by typing on their computers then displaying on the screen [28].

In other countries such as KSA, UAE, and Russia, ICT has been given a lot of attention. According to Al-Kharji and Cheong, the academic success of students with hearing disabilities in higher education institutions is greatly influenced by the technology because it has the potential to improve their ability to learn and raise their participation rate and performance [32]. In these countries, many technologies have been made available, the most important of which are computers, the internet, projectors, smart boards, PowerPoint, MS Word, Microsoft Team, and electronic mail systems. Classrooms are also equipped with advanced and modern technological devices in several universities such as BMSTU, KSU, and AAU [1, 16, 32]. This review also showed that in higher education institutions in Slovenia, computer graphs and spreadsheets are used in the classroom to help students with hearing disabilities, in addition to various technological devices [10, 41]. However, other countries such as New Zealand do not yet have any existing planning for student programs in higher education [23]. Although some higher education institutions in South Africa accepted students with hearing disabilities, they do not provide adequate services [43].

5. Conclusion and recommendations

Although many countries have programs for students with hearing disabilities in higher education, there are many obstacles related to the provision or use of ICT [46], which makes initiatives and studies related to the provision of ICT to these students in higher education institutions an urgent issue. Considering the previous literature review, a number of recommendations and suggestions were proposed that may help policymakers and decision-makers in educational practices to develop higher education programs for students with hearing disabilities more effectively. These recommendations are related to plans and guidelines that must be implemented to ensure availability, quality, and effectiveness of ICT. Considering the critical role of ICT in higher education programs for students with hearing disabilities, there is a need to pay more attention to providing communication and technology systems with focus on visual learning processes in higher education institutions in several countries. This is necessary to develop the programs to cover the needs of these students and for equitable access to higher education.

In different countries, the Ministry of Education should work side by side with stakeholders specialized in higher education programs for students with hearing disabilities in order to provide ICT that is commensurate with the abilities and needs of these students. Also, the Ministry of Education should give the higher education sector the authority to develop existing programs and open more programs for these students, while making sure to provide various ICT tools that are commensurate with the needs and capabilities of these students. Moreover, a mechanism must be put in place to evaluate the performance of higher education institutions to achieve quality and efficiency regarding the provision of ICT and training in its use [32].

In addition, institutions that have programs for students with hearing disabilities must establish a support service office to provide and evaluate the ICT. The support office shall provide ICT both in lectures such as computers, Internet, real-time captioning, C-Print system, and smart boards. According to Al-Hawi, the physical environment and the halls in higher education institutions should be equipped with the latest projectors suitable for students with hearing disabilities understanding of lectures [3].

Lastly, the current review recommends the necessity of simulating international experiences in providing ICT services to these students in higher education, by making use of successful models. It is hoped that this review will inspire future researchers to look more deeply into the readiness and use of different technologies in different higher education institutions globally. In conclusion, there are similar areas that future researchers can explore and review. Also, comparative studies are needed to compare the use of assistive technology in higher education programs for students with hearing disabilities in different countries.

Sender Miszputen

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