Hard-of-Hearing Individuals' Narratives of Inclusion and Exclusion of Their Schooled EFL Learning

This paper deals with research on inclusion concentrating on the pedagogical implications derived from a qualitative case study that looked into three hard-of-hearing (HHs) students' perspectives and retrospectives on their schooled EFL learning. Data came from narratives gathered in autobiographical writings and interviews. Although there is a good body of literature on pedagogy in terms of strategies for dealing with HHs, few works have counted on the student's perspectives. The authors' insights, one of them being hard-of-hearing, call for truly inclusive policies and practices that address the categories developed in this case study, namely: (1) deafness separates HHs from people; (2) hearing aids are not like glasses; and (3) an exemption is not inclusion. The authors feel that the recommendations made are valid for learners with or without disabilities.