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The purpose of this study is to determine what inclusion of deaf and hard of hearing (DHH) students with disabilities looks like in a school for the deaf, what attitudes and beliefs teachers hold, as well as what strategies they may have for inclusion in schools for the deaf.

Six teachers who work with DHH students with disabilities for inclusion in school for the deaf were interviewed. This study used a grounded theory methodology for data analysis.

The results were a grounded theory that explains how teachers promote inclusion of DHH students with disabilities in schools for the deaf.

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