The main goal of the master's thesis is to higlight the teaching of English and Russian for deaf and hard-of-hearing students in an inclusive classroom and to present some examples of good practice for all language skills; listening, reading, speaking, writing, grammar and vocabulary. The master's thesis is based on the theory of teaching deaf and hard-of-hearing students of foreign languages, especially English and Russian, which was subsequently tested with a nonprobability purposive sampling. The nonprobability purposive sampling was conducted among English and Russian teachers who had already taught a deaf and hard-of-hearing student in an inclusive classroom. It was established that even deaf and hard-of-hearing students are mostly able to develop communication skills in English and Russian, but with additional adaptations and appropriate professional help. Teachers of English and Russian have to develop all four language skills of a foreign language, teach grammar systematically and vocabulary in several ways, as together with speech they create the most problems for students with hearing loss. At the same time, it was found that the teaching of deaf and hard-of-hearing students differs according to various factors, which confirms that deaf and hard-of-hearing students are also a very heterogeneous group and therefore teaching them has to to be based on individual needs. Certainly, teaching the deaf and hard-of-hearing foreign language is a challenge that can be tackled successfully by teachers in an inclusive classroom.
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