Narrative inquiry and inclusive processes: an analysis of barriers and facilitators in the education of Deaf and Hard of Hearing students

Abstract

The inclusion of deaf and hard-of-hearing students in schools and universities requires a participatory approach, where their experiences are integrated into educational planning to create truly accessible environments. This means implementing teaching practices in which students are not merely service recipients but active participants and "expert subjects" within learning communities. When valued, their voices can become a resource for improving teaching quality and inclusion processes.

This study, based on biographical interviews with eleven deaf individuals, examines the barriers and facilitators affecting school and social participation. Thematic analysis of the data highlights key challenges related to the accessibility of learning environments, the availability of technological support, and teachers' awareness. However, it also emphasizes the crucial role of informal support networks and the deaf community in fostering inclusive processes.

The findings stress the need to rethink educational models to create genuinely inclusive contexts. Recognizing and valuing the linguistic and communicative diversity of deaf students is essential to promoting a cultural shift based on the principle of universal accessibility.