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The article deals with inclusive education for newly arrived deaf and hard of hearing students in German as a second language (DaZ) and German as a foreign language (DaF) classes. It is pointed out that there is currently little information available about this group of learners and that research and didactic recommendations are lacking. The article provides insights into the situation of these students and presents case studies. It also highlights the communicative barriers faced by deaf and hard of hearing individuals. It is noted that official school statistics on the number of these students in Germany are not available. A survey of teachers on the topic of "poverty" revealed that 29 percent of children with hearing impairments affected by poverty have a refugee background, while another 30 percent have a migration background. However, there is no precise information on the proportion of International Deaf and Multilingual Learners (IDML) among the schools. Another survey of school principals found that 33 out of 41 schools teach refugee students, with the proportion of these students in the overall student body ranging from 0.5 to 16.7 percent. It is presumed that the proportion of IDML in special needs schools is at least equivalent to the proportion in the overall German context. However, there is still little research on IDML, particularly regarding language development, support, and teaching practices. The article addresses the lack of appropriate language diagnostics and specialized personnel for teaching (I)DML (German as a second language and sign language), as well as teaching practices for (I)DML. It is noted that there is a shortage of qualified personnel for the IDML target group and that there are few professional development opportunities for teachers. Teaching practices for (I)DML have been little researched, but there are some interventions that focus on vocabulary-based teaching/learning methods or extensive and pre-reading strategies. It is noted that there are still many gaps in research and practice, particularly regarding the language skills and language development of IDML in different languages. It is emphasized that closer international cooperation and exchange of knowledge are of interest in order to improve the situation. [Extracted from the article]