Abstract
The article examines the specific features of organizing joint activities between hard-of-hearing and hearing students within the framework of felt-making classes. It is demonstrated that this type of artistic and creative activity contributes to the development of dialogic speech, communication skills, and social activity among learners with hearing impairments. Theoretically and experimentally, it is substantiated that the personal outcomes of hard-of-hearing students are manifested through a developed system of value orientations, which includes their attitudes toward themselves, other participants in the educational process, learning activities, and their results. It is noted that conducting felt-making classes does not require special or complex conditions, which makes this method pedagogically feasible and economically accessible for the majority of educational and correctional institutions. The results of the experimental work confirm the effectiveness of using felt-making as a means of fostering social activity and facilitating the adaptation of children with hearing impairments through creative interaction. It is emphasized that the inclusion of felt-making classes—as an original form of national decorative and applied art—into correctional and developmental programs of educational and recreational institutions enhances the effectiveness of pedagogical influence and expands opportunities for the socio-cultural integration of children and adolescents with special educational needs.