Introduction. In the light of updating the quality assurance of achieving personal results, as well as the emergence of a number of new problems, such as taking into account the individual characteristics of children, including those with cochlear implants, in the process of socialization, the potential of the educational environment that arises in the educational relations of subjects in the socialization of students with hearing impairments is substantiated. The purpose of the article is the development of organizational and pedagogical conditions for the socialization of students with hearing impairments in an educational organization.

Materials and methods. The study is based on ideas about pedagogical conditions as a way of formalizing ideas about the applied theoretical conclusions; key ideas about the patterns of development of a student with disabilities; studies reflecting the capabilities of the environmental approach in the development of the student.

Results. Signs are revealed and the content of the organizational and pedagogical conditions for the socialization of students with hearing impairments in an educational organization is described.

Discussion. The flexibility of forms of pedagogical support is emphasized. This feature is the subject of discussion of the organizational and pedagogical conditions for the socialization of students with hearing impairments in an educational organization.

Conclusion. It is concluded that the presented conditions for the socialization of students with hearing impairments (including with cochlear implants) in an educational organization describe the complex impact of pedagogically sound forms, methods and tools, correlated with the resource capabilities of the educational organization.

Scientific ideas and theories are presented that can serve as the basis for designing the organizational and pedagogical conditions for the socialization of students with hearing impairments in an educational organization.

The organizational and pedagogical conditions of socialization of students with hearing impairments in an educational organization are characterized.

The results of testing these conditions as an option for their implementation in the conditions of a special (corrective) educational organization are presented.

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