Abstract
Deaf pupils are a specific group in terms of inclusive education. Although the written form of language is the link and means of communication between the hearing world and the Deaf community, many of them cannot communicate in it without difficulty.
Therefore, it is necessary to first build functional communication in the first language (sign language), which is also the language of instruction, and then the second language, the language of the majority population. This research project focuses on a qualitative analysis of written narratives written by 14-16 year old deaf pupils.
The written texts were produced using a picture-based curriculum.