The implementation of education policy in Burkina Faso is currently marked by the generalization of the inclusive education (IE) approach, which consists in encouraging the admission and pedagogical support of children with disabilities (E.S.H.), in ordinary classes. While so-called "normal" children are accepted and involved in learning, this is not always the case for those suffering from deficiencies, particularly hearing-impaired children (E.D.A.). The aim of our research is to measure the impact of teachers' pedagogical practices in classrooms for children with hearing impairments. We...