Objective:

To observe the experiences generated within the university schooling processes of a group of deaf professionals who today have a degree of professional success.

Method:

This study was based on the qualitative research paradigm and sought to offer a critical look at life situations, from a historical hermeneutic approach, thus developing results emerging from a set of social mappings and in-depth interviews.

Results:

The study determined a wide multiplicity of adverse experiences in terms of the relationship between the deaf and their teachers, without ignoring the interference of educational institutions in this conflict. Against all the above, their testimonies look at their resilience to academic difficulties.

Conclusion:

Some flaws are indentified in terms of the opportunities offered by academic institutions and in teacher training, particularly related to the understanding of the needs of the deaf student.

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