This article discusses the features of psychological and pedagogical assistance for hearing parents or caregivers of hard-of-hearing children. The current research was conducted in the Eastern Kazakhstan region and presents various findings from field research.

The modern integrative processes in the world expand in both public life and education, and the need to advance the theory and practice of psychological and pedagogical assistance for children with special educational needs to assist their socialization is growing.

At the present time of globalization, a significant concern in social work involves the psycho-pedagogical support needed for families raising deaf or hard-of-hearing children, as well as the growing number of such families.

Consequently, the researchers aimed to explore the complexities of intra-family changes in families with hard-of-hearing children. These signals in the upbringing of deaf children serve as a foundation for psychological and pedagogical support as well as the mechanisms of such support within schools.

The study aims to define the mechanisms and challenges of psychological and pedagogical assistance for hearing parents of deaf or hard-of-hearing children. The study subjects are hearing parents of children with hearing disabilities aged 7 to 16.

The research involved interviewing parents of deaf children and the teaching staff of the school. Because of the limited availability of respondents, we chose the “snowball” method, which provided access through trusted individuals. A total of twenty respondents participated in the study.