Abstract
The purpose of this study was to investigate the research that has addressed the effect of inclusion of d/Deaf and hard of hearing students (d/Dhh) in general education classrooms. Three questions are addressed: 1) How do researchers' perceptions of d/Dhh students' inclusion differ? 2) To what extent are the research findings associated with d/Dhh students' inclusion consistent or inconsistent? and 3) What suggestions have been made to enhance d/Dhh students' inclusion? This study used a qualitative meta-analysis method and collected, summarised, and analysed 34 scholarly works from 1993 to 2020 on the topics of d/Dhh students' language and literacy, as well as their social and academic development of d/Dhh students in inclusive education classrooms. The paper discusses major findings, recommendations for practice, suggestions for future research, and limitations of the review.