Over the last 20 years, and after a series of new favorable legislations, the participation of students with disabilities in higher education and the inclusion of disabled graduates in the labor market have increased. Simultaneously, the need to understand and address the specific needs of these individuals is increasingly recognized. Unfortunately, the case of people with disabilities is often translated as “typical disability or incapacity.” It is therefore important to be able to exploit the natural abilities of D-HH students, and understand “what deaf and hard of hearing people actually do instead of what they do not” (Brien, 1991). It is also important to understand that what they can or cannot achieve is associated not only with their condition but is also a result of several factors such as family (deaf or hearing parents), time detection of deafness, their training, the tools and technologies available and the services that meet their needs (Saur et al., 2003; Kourbetis et al., 2006; Hadjikakou & Nikolaraizi, 2008).