Abstract
The article presents a model of psychological and pedagogical support for children with hearing disorders which includes all subjects of the educational process and their interaction, considers methods of organizing communication between children with hearing disorders, on the one hand, teachers and peers with normal hearing, on the other. Effective methods of supporting children with hearing disorders are suggested. Ways to solve typical problems that arise in inclusive education of students with hearing disorders are described. In the content of the article, the authors identified the main fields of management of a teacher-psychologist, taking into consideration the peculiarities of accompanying students with disabilities. In inclusive education, the work of a teacher-psychologist is vital, as it helps students with special learning needs to successfully integrate into the environment, overcome emotional stress, establish positive relationships with teachers, build companionship and tolerance among classmates and give directions for parents on raising special children