This qualitative study investigates the perceptions, identification, and support of talents in deaf students by two key stakeholder groups: mothers and teachers in Egypt. Through the utilization of semi-structured interviews conducted with five mothers and fifteen teachers, the research applied thematic analysis to elucidate patterns regarding the recognition and nurturing of talents such as artistic expression, mechanical proficiency, and academic capabilities—within both domestic and educational contexts. The results indicate that although both stakeholder groups recognize the varied competencies of deaf students, their endeavors are frequently hindered by systemic obstacles, including insufficient teacher training, absence of specialized resources, communication barriers, and socioeconomic challenges. Mothers assume a pivotal role in providing emotional and material support; however, numerous individuals encounter impediments such as illiteracy and financial constraints. Teachers, while perceptive of students’ strengths, often lack the necessary resources and institutional backing to effectively cultivate talent.
Mohamed et al. (Sat,) studied this question.