المملكة: The first deaf teacher in education in an interview with "today": My family supported my dream and I aspire to spread a culture of empowerment

Teacher Anfal Al-Hamoud, the first deaf teacher to be officially appointed in Ministry of Education – Her educational and professional experience represents a qualitative leap in empowering the deaf within the educational field, noting that her journey was full of challenges that she overcame with determination and belief in the ability to learn and achieve.

She explained in her interview with "today" It seeks to be a positive role model for future generations of deaf students, and a living message that disability is not an obstacle, but a different path towards excellence.

Who is Anfal Al-Hamoud?

I am Anfal Al-Hamoud, a deaf teacher from the Eastern Province, married to a deaf man, and we have two hearing sons, Saad and Ziad.

I belong to a proud deaf family; My parents are deaf, and I am the second of four siblings: my older brother is deaf like me, while my younger brother and sister are hearing.

I earned a bachelor’s degree in special education – MSAR of Hearing Disability – from King Saud University in Riyadh, through the Higher Education Program for the Deaf and Hard of Hearing, and graduated with first class honors.

I currently work at the Al Amal Institute for the Deaf in Dammam, as a teacher of mathematics and the Arabic language for the upper grades.

How did you begin your educational and professional journey until you became the first deaf teacher in the Ministry of Education?

My educational journey began in my childhood thanks to the insistence of my parents and my grandmother – may God have mercy on her – who believed in my ability to learn and succeed like any hearing student.

My father was keen for me to enroll. At early intervention centers in the morning, and he takes me to speech and communication sessions in the evening to learn pronunciation and lip reading.

I often wondered: "Why does my father tire me out with all this intense training? But when I grew up, I realized that he saw the future clearly, and was aware of the magnitude of the challenges faced by the deaf, so he did not want me to suffer from them as others suffered.

As for my mother, she used to teach me religion in simple and creative ways despite her weak linguistic ability. She used to create weekly cards about prayer and remembrance and reward us for our memorization, to instill in us values ​​and faith before Words.

And my grandmother – may God have mercy on her – had the decisive word in my life, as she rejected the idea of enrolling me in private institutes, and insisted that I learn in General Education schools, saying:

“Leave her with the listening girls. She is Fathia’s granddaughter, and I hope she learns like them, God willing.”

How was your experience in public education despite being the only deaf student?

I studied in private and then government schools, and I was the only deaf student who spoke among the hearing students.

I relied on lip reading at school, and used sign language at home.
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After high school, I was not accepted into universities, so I worked for a short period in a company, then I joined King Faisal University remotely, but I could not continue due to the difficulty of communication.

Then I heard about the higher education program for the deaf and hard of hearing at King Saud University, and that was the major turning point in my life.

Thanks to my brother’s support and my mother’s encouragement, I moved to Riyadh despite Being far away from my family in Sharqia, I found in this program an environment that respects and understands the needs of the deaf.

Here I extend my sincere thanks and gratitude to the program that opened doors for us and fulfilled the dream of university education after years of closure and despair.

How did family support affect your persistence until graduation and work?

During the pre-graduate training period, I married a deaf man like me, who was supportive and understanding of my ambition, and I had my first son, Saad, during the training.

I completed my studies and graduated with first class honors, then applied with my brother for employment in the Ministry Education.

We did not expect acceptance, especially after we clearly recorded our hearing disability, but the beautiful surprise was that we were appointed together in the year 1440 AH in the same region – Najran – and from the same category, as the first teachers from Those with hearing disabilities are officially appointed to the Ministry of Education.

It was an unforgettable moment full of emotions. We began our professional journey together, supporting each other and sharing the experience in all its details.

How was your experience in Najran?

My brother was and still is my companion since childhood. The same path brought us together in education and work, and his presence in Najran was a source of support and support for me at every stage.

I spent four years full of giving, then I was transferred to Riyadh for a short period, and from there to the Eastern Province, where I work today at the Al-Amal Institute for the Deaf in Dammam.

My brother was not just a professional colleague, but rather he was my other half on the road, and a witness to every stage of my life, and it is not possible for me to My story is mentioned without his name being mentioned with it.

What are the most prominent challenges that you faced during your academic and rehabilitation journey?

The most prominent challenges were communication in hearing environments, whether at school, university, or work, and the lack of sufficient awareness of sign language at some stages.

But I learned to coexist between two worlds: the world of the deaf at home, and the world of the hearing people at school. I succeeded in building a bridge of communication between them.

I also faced the challenge of alienation at the beginning of my work, as I was far from my husband, my child, and my family, but with their support and encouragement, I persevered until stability was achieved.

All of these experiences created my strong personality, and made me believe that difficulties are not an obstacle, but rather a ladder towards excellence.

It was a touching and inspiring human experience in all its details. I remember the first day I entered my classroom at Najran School, and the female students were looking at me with astonishment mixed with joy. They were whispering: “The teacher is deaf like us?”

Their features reflected deep pride and beautiful astonishment. I felt at that time that my presence alone was a message that “the deaf can.”

I was a role model and hope for them. I felt that a great responsibility had been placed on my shoulders; To be the model that proves to them that the path is open for them as well.

Since that day, the class has become more interactive and lively, because they saw themselves in me.

I rely on Saudi Sign Language as the primary language of instruction, and I combine it with modern visual and technical means.

I use pictures, video clips, educational games, and interactive presentations supported by artificial intelligence.

I also ensure that learning is a realistic and enjoyable experience, because the deaf learn with their eyes and heart more than they learn. With his permission.

In your opinion, what does this appointment represent for people with hearing disabilities?

This appointment represents a historic turning point in the empowerment of the deaf within the educational field.

It is a message that disability does not mean inability, but rather that each person has a different path to achievement.

I received broad interaction from teachers. The feelings of pride were very great, and I felt that the achievement was not mine alone, but for every deaf and deaf person in the Kingdom.

How do you evaluate the role of the Ministry of Education in supporting and empowering the deaf? What are your future aspirations?

The Ministry of Education has taken a bold and important step by opening the door to employment for the deaf, which is a historic step that will open the way for more competencies.

I hope in the future to establish training and qualification programs for deaf teachers, and to provide an educational translator in every educational environment to facilitate communication between the hearing staff and the teacher. The deaf.

I also hope to expand the employment of the deaf in various fields within the educational system, as they are best able to understand the needs of their students.

What message would you like to send to deaf students in Saudi schools?

My message to them from the heart: Hearing disability does not mean weakness, but rather it means that you are taking a different path to prove your ability.

Believe in yourselves, and continue striving with confidence, for the true voice is persistence. Hearing.

Learn, work hard, and be proud of yourselves, your family, and your country.

What are your future ambitions on the professional and personal levels?

Professionally: I aspire to establish a specialized center for training the Arabic language for the deaf, managed by a cadre of deaf people and qualified translators, aiming to raise the linguistic skills of the deaf at various educational levels.

I would like to contribute from Through which we build a generation that possesses a strong Arabic language, and does not face weak understanding and writing as we faced.

Personally: I aspire to continue as a positive role model, and to participate in spreading sign language and promoting a culture of empowerment, because true strength begins with belief in ourselves and the message that we carry.

A final message of loyalty to your family, what do you say to them?

May God have mercy on my grandmother, who believed in me when many doubted, and said with confidence: “Anfal succeeds like listening girls and more.”

And thanks to my parents who did not tire of training and encouraging me since I was young. They see the future clearly and want me to live an easier life.

And thanks to my dear husband, who supported me from the beginning of the road, stood by my side during every move and expatriation, and took the trouble of traveling and raising my children while I was busy studying and working. He is my true partner in every success I have achieved after God.