This article explores the conceptual, methodological, and applied dimensions of educational support provided to children with hearing and speech disorders in inclusive school environments. Particular attention is given to the need for rethinking traditional corrective practices in light of contemporary social challenges, including crisis-related disruptions in access to education and the rapid integration of digital tools into teaching and rehabilitation processes. The study seeks to determine and classify effective models of interdisciplinary assistance that can improve communication, enhance participation in classroom interaction, and strengthen educational inclusion for learners with complex developmental needs. The research design combines a review of recent scholarly literature, an analysis of official Ukrainian educational statistics, and a case-based examination of institutional practices implemented in rehabilitation and educational settings of Dnipropetrovsk region. The findings demonstrate that the use of sign-supported instruction, technology-mediated communication, and coordinated teamwork among specialists contributes to better learning engagement, greater accessibility of instruction, and more stable social adaptation of children in inclusive settings. On the basis of the obtained results, the article formulates practical recommendations for improving teacher preparedness, expanding institutional support mechanisms, and reinforcing cooperation between educational, rehabilitative, and social sectors. The study may be useful for researchers and practitioners in special and inclusive education, communication disorders, school administration, and child-centered rehabilitation.

educational accessibility, sensory and communication disorders, interdisciplinary intervention, school inclusion, assistive support tools, teacher preparedness, learning participation, institutional support mechanisms, communication development, rehabilitative education, child-centered support.

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