This article is dedicated to the study of pedagogical and organizational features of adaptive physical education in the conditions of a special (corrective) boarding school for children with hearing impairments. It also provides a theoretical and methodical justification for the accumulated positive practical experience. Currently, in Kazakhstan, more than 5000 children with hearing loss are registered, and there are 24 specialized schools across the republic for the education and upbringing of children in this category. Among children with hearing loss, 62% exhibit disharmony in physical development, 43% have various musculoskeletal disorders, and 60% experience vestibular analyzer insufficiency. Children with mild hearing loss typically show a decrease in spatial orientation, slowed motor skill acquisition, reduced physical strength, lagging in jumping abilities, low motor activity, and weak motor memory. The study results indicate that in the special (corrective) boarding school, along with receiving basic education, a comprehensive pedagogical-medical and rehabilitation system has been established for children with hearing impairments. The necessary infrastructure for adaptive physical education is provided. The authors analyzed the updated curriculum of the adaptive physical education discipline and proposed a set of exercises, including respiratory gymnastics, vestibular training, development of coordination abilities, and rhythmic-plastic exercises.