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The authors provide guidelines, based on an extensive review of the international literature, for conducting, interpreting, and reporting primary and secondary research on children who are deaf and hard of hearing in Bosnia and Herzegovina. The purpose of the review is to present arguments in support of conceptualizing education and rehabilitation, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Problematic areas are covered, such as research on the structure of a signed language, the use of information technology, inclusion, vocational and professional orientation, and motoric abilities and skills. The article concludes with recommendations for further investigating the educational achievement of students who are deaf and hard of hearing so as to improve educational practice.