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Organizing the education of children with disabilities in a sparsely populated region requires the development of different models of education.Often the family and child do not receive remedial assistance before school, and at school age they are separated from their loved ones. When a child with a hearing impairment lives in a family, the traumatic situation decreases, there is an opportunity for emotional communication with loved ones, the need for speech communication develops, and there is an opportunity to communicate in different social groups.Knowledge and use of the basics of defectology, interaction between general and special schools, and the implementation of correctional programs help the child and his/her family. The development of regional educational models makes it possible to eliminate the spontaneity of the process of integration and inclusion and its opposition to special education. Currently, the problem of educational integration and inclusion of children with disabilities is particularly relevant.