Abstract
This research aims to improve the work of teachers towards the diversity of students in educational communities. The case study methodology is used to determine the changes in the learning of vocabulary in English as a foreign language in two children aged 11 and 13, diagnosed with hearing loss and communication difficulties. The research team carried out an educational intervention for six months that used word memorization strategies supported by realia and gamification. The instruments used are the semi-structured interview, participatory observation, and the Tevi-R test to monitor the vocabulary acquisition progress of students with hearing impairment. The results show that the memorization strategyimproved the informants’ ability to remember a greater number of words learned in English, going from 4 words/session reported in the pre-test to 9 words/session reported in the post-test.
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