The article theoretically substantiates the psychological determinants of the development of dialogic speech in hard-of-hearing schoolchildren in the context of teaching traditional felt-making as an artistic and practical activity. It is shown that the sensory-tactile richness of the process, emotional-motivational involvement, the socio-interactive nature of joint work, the cognitive-operational structure of technological actions, and the personal-subject significance of the result form an interconnected system of conditions that activate the mechanisms of dialogue. Based on the cultural-historical approach and the theory of activity, the authors interpret felting as an authentic educational environment where speech initiatives naturally emerge from the coordination of actions, the distribution of functions, the discussion of work stages, and the exchange of assessments. The integration of verbal and non-verbal means, the step-by-step modeling of communicative situations, and the reliance on sensorimotor experience and ethnocultural context contribute to the expansion of vocabulary, the complexity of responses, the reduction of communicative anxiety, and the strengthening of speech etiquette norms. The conclusion is made about the high correctional and developmental potential of decorative and applied art: it not only supports the formation of language competence, but also enhances the motivation for interaction, increases confidence and promotes social integration of students with hearing impairments. Directions of practical implementation are proposed: the systematic organization of joint creative tasks, speech support of each stage of technology and step-by-step expansion of communicative independence.