Education for deaf students is in a continuous process of review; the inclusion of this minority group is a reality and a challenge in the classroom. This article aims to characterize the cognitive processes in the classroom of Colombian and Chilean deaf students in elementary education. This is research with a qualitative approach, with a multiple case study design. The participants were selected according to their grouping in classrooms that were inclusive in Chilean education (deaf and hearing) and exclusive in Colombian education (only deaf students) at the 3rd, 4th and 5th year levels. The Cognitive Process Observation Guideline (POPC) was applied, which is organized into 4 dimensions: Cognitive Processes, Metacognitive Processes, Motivational Aspects and Supplementary Activities. In addition, a semi -structured interview was applied to teachers, sign language interpreters and deaf co -educators. The results are presented based on the description of the pedagogical strategies used by deaf and hearing teachers to promote cognitive processes in the classroom, considering different dyads (deaf student-deaf/hearing teacher, deaf studenthearing student, deaf student -interpreter). The conclusions indicate that both classrooms require promoting a bilingual model that would facilitate the development of cognitive processes; collaborative work in the inclusive classroom and the development of pedagogical strategies through sign language in the exclusive classroom stand out as a facilitator, enhancing the learning of deaf students.