Hearing is one of the main tools for extracting information from the environment. His normal development has a positive effect on the development of the child's speech and, accordingly, the field of cognition. However, under the influence of a number of reasons and factors, hearing impairment occurs. Hearing impairment served as the basis for the development of a classification divided into groups of absolutely deaf and hard of hearing children. Hearing impairment, being one of the groups of children with special educational needs, determines the relevance and necessity of supplementing the methodological complex of the developmental work carried out with them.It is known that the education and socialization of children with complete lack of hearing occurred only at a limited level. However, it is known that at the initial stage of the development of modern technologies, several innovative tools were developed that expand the capabilities of these children. One of them is cochlear implantation.

Cochlear implantation is a method used in cases of inefficiency or low efficiency of hearing aids in the presence of sensory–neuronal hearing loss in children with hearing impairments. This tool has become available in the country over the past decade. Working with a child after installing this tool includes several directions and a sequence of methods. However, since cochlear implantation is an innovation for our country, there is still insufficient correctional work with Kazakh-speaking children after cochlear implantation. In the course of the article, the features of correctional work with children with cochlear implantation were considered, the main differences were identified.