With the aim of addressing and reflecting on the learning of deaf students included in mainstream education, this paper highlights psychopedagogy and its contribution to the learning process of students, seeking to define hearing impairment through its classification according to the degree and type of impairment identified, emphasising the educational philosophies and methods used in the educational process. It addresses the factors that cause difficulties in the teaching and learning process, relating theory and practice, with an emphasis on the importance of inclusion in mainstream education, for the analysis of alternative practices with a view to improving the learning process of the deaf. To this end, the working methodology used bibliographic research by several authors, as follows: Almeida (1998), Bossa (2000), Bueno (1993), Goldfeld (1998), Miltler (2003), Rinaldi (1998) and Scoz (1994). As a result, the importance of the teacher-student relationship in the inclusion process was verified, so that their difficulties are minimised during the learning process, especially when there are barriers to communication between deaf and hearing people, which are encountered in the inclusion of deaf people.