ABSTRACT
Understanding the complex nature of hearing-impaired students’ struggles is important when assessing the meaning of the concept of inclusion. The principles of inclusion and inclusive education were laid down in the 1994 Salamanca Declaration of the United Nations, which the Nordic countries signed along with 91 other countries. The research literature on education and inclusion is comprehensive, and inclusion is a term that can be understood and explained in different ways, depending on the context in which it is used. Persons with sensory impairments often find that other people make assumptions on their behalf about how life with their disability ‘is’. In this chapter, the author focuses on the seemingly trivial case of the neglect of the hearing loop system and seeks to demonstrate that the barriers to inclusion are not always technical or epistemological.
