This study examines a set of theoretical–methodological and practice-oriented foundations of correctional and pedagogical activity within the framework of inclusive education. A central claim is the principled necessity to reconsider and update educational approaches to teaching learners with hearing and speech impairments, taking into account the combined pressure of a systemic humanitarian crisis and the accelerated digital transformation of the educational environment. The aim of the research is to identify, organize, and conceptually systematize the most effective strategies of multidisciplinary support for persons with special educational needs, with an emphasis on reducing the severity of communicative limitations and removing factors that hinder full participation and interaction in the learning process. The methodological framework is built through an integrated design: a systematized review of current academic sources is combined with a comparative analysis of statistical datasets published by the Ministry of Education and Science of Ukraine, and supplemented by a case-study approach implemented on the materials of leading rehabilitation institutions in Dnipropetrovsk oblast. The results indicate a meaningful effectiveness of introducing Ukrainian Sign Language and assistive digital solutions into general education practices, which becomes visible in improved academic outcomes and in strengthened mechanisms of social adaptation. The concluding section formulates applied recommendations aimed at deepening the inclusive competence of teaching staff and at institutional expansion of cross-sector collaboration. The substantive findings and analytical generalizations carry high practical value for specialists in special education, speech and language practice, educational management, and for the research community working on inclusive didactics and social rehabilitation.

inclusive education, hearing impairments, speech impairments, correctional pedagogy, Ukraine, sign language, multidisciplinary approach, primary school, digital technologies, special educational needs, social rehabilitation.

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