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This book discusses the process that a deaf pupil is going through in maths lessons at a mainstream school, whether it is inclusion or integration. The author seeks to understand the historical conceptions of the deaf, to get used to the main differences between inclusion and integration in order to be able to identify the process that the student is undergoing. The discussions, which are referenced within the legislation in force, provided an opportunity to check whether or not the proposals set out therein are being complied with and how they have been understood in theory and practice within the school unit. The text aims to highlight several important aspects that need to be reviewed in relation to the inclusion of deaf people in mainstream schools, showing the need to develop different actions so that secondary education in a mainstream school can become a teaching-learning space that meets the visual, linguistic and cultural needs of deaf people.