Contemporarily learning foreign languages it is a must for anybody who wants to acquire
high quality education and be competitive on the job market. It is also true for the students
who are deaf and hard of hearing. Their language disability makes it much more difficult to
become a proficient foreign language user.
The aim of the paper is to present the preliminary effects of the process of teaching and
learning English as a foreign language to the deaf and hard of hearing students. The research
presented was conducted in several primary Special Schools for the Deaf and Hard of Hearing
around Poland. The study concentrates mainly on the deaf and hard of hearing students’
writing skills in English. Students’ written works were linguistically analyzed by the author
of this research and also presented to “competent judges” – adult native English speakers. The
results show that deaf and hard of hearing student are able to construct meaningful texts in
English. However, they are very simple in their form and content. This problem needs further
analysis, also the comparative ones