A Teacher's Journey of Integrating a Deaf Learner into Their Class

Using elements of an autoethnographic approach, this study will chart the reflective process behind the professional challenge of integrating a deaf learner into my oral English discussion class.Presenting extracts from my teaching journal, this study's chief aim is to provide a narrated perspective in the under-researched, yet burgeoning area of working with learners with special education needs (SEN) in English as a foreign language (EFL) settings.Although this article is limited to my own journey in my immediate context of one Japanese university program, it is hoped that this paper will function to address a gap in the literature detailing support for learners with SEN in the profession of teaching English as a foreign language.