The purpose of this qualitative phenomenological research is to understand and describerninclusive education for the deaf from the perspectives of deaf associations and to identifyrntheir contributions for deaf inclusion at the head-quarter of deaf association and at thernschool run or supported by the deaf associations (ENAD and RSDA). Interview, FGD andrndocument review were employed to collect data and the participants of the study selectedrnusing purposive sampling. Interviews were made with 10 deaf officials of the deafrnassociations (ENAD and RSDA) and with 2 deaf teachers from the selected schools. Inrnaddition, FGD with twelve 8th grade deaf students have been made. Participants (deafrnstudents and teachers) from the two schools (Alfa and Mekenissa Schools for the Deaf)rnwere included to cross-check against the data from the participants of the deafrnassociations and to include the view and experience of the beneficiaries. Based on thernleading questions and the data from the participants seven themes related to views onrninclusive education for the deaf and one theme that related to the contributions of deafrnassociations for deaf inclusion were identified. Results are analyzed using content analysisrnacross the participants and discussed in terms of the existing literature. The findings of thernstudy show that there are similar .views on inclusive education for the deaf and on thernprinciples of inclusive education. However, there are differences between the two deafrnassociations on how to implement inclusive education for the deaf The other findings alsornidentified on how the deaf associations can contribute for the inclusion of the deaf. Inrngeneral, there are similarities between the deaf associations and participants from schoolsrnon the importance of inclusive education for the deaf However, most of their differencesrnrelated to on how to implement inclusive education for the deaf