The purpose of this study is to contribute experience and insights, based on an interdisciplinary collaboration that can enhance the learning environment for hard of hearing pupils and ultimately their knowledge development. Hard of hearing pupils have lower goal fulfillment than hearing pupils. With this thesis I want to highlight the insights the participants in the research circle made on the basis of written and verbal dialogue. A qualitative content analysis has been used as a method of analysis in this study where the focus has been on a search for the similarities and differences based on the participants' written reflections. The study shows that the participants in the research circle by using and internalizing various tools in the social interaction develops the ability to enter into dialogue with each other and themselves. Which leads to that meaning and understanding are created for each other's activities. By starting from everyday situations and activities the dialogue leads to insights and a deeper understanding of the other activity. The study shows how the participants in both practices, who elementary school and hearing habilitation forms, creates a collective memory that promotes collaboration. Which ultimately should benefit the pupils' knowledge development.