Language Rehabilitation for Children with Hearing Impairment: A School–Home–Hospital–Community Collaborative Model

Early childhood hearing loss limits incidental language learning and can influence later academic and social outcomes. This article reviews current service models and policy initiatives in China, synthesizes converging evidence on effective language-rehabilitation practices, and advances a child-centered School–Home–Hospital–Community model. The framework positions special-education teachers, parents/caregivers, and SLPs/audiologists as co-producers of daily language input and progress monitoring, complemented by community programs. A shared digital platform supports goal setting, coaching, and data exchange so children encounter aligned objectives and strategies across settings. By distributing expertise and strengthening family capacity, the model increases the intensity, diversity, and interactivity of language experiences, aligns with policy directions integrating education and health services, and offers practical steps toward equitable, inclusive outcomes for preschool children with hearing impairment.