The subject of this thesis is the role of regular school teachers in teaching adaptation to students with hearing impairment. Most of the hearing-impaired school population attends regular schools thanks to the development of medicine and technology. Each of these students has specific needs, but some needs are common to all of them, which is why there are work guidelines that guide teachers in working with such students. Theoretical part of the paper presents the specifics of working with hearing impaired students, as well as the beginning of the inclusion of hearing- impaired students in regular schools and specific adjustments in teaching that are helpful while working with these students. A very important factor in the inclusion of hearing-impaired students in the regular system is inclusion. Besides inclusion, it is very important to use appropriate procedures in the teaching itself so that hearing-impaired students achieve the best possible results. In the research part of this paper, the research was conducted. The aim of this research was to determine the ways of adapting lessons to hearing-impaired students, as well as all the factors that influence this adaptation. The data for the research was collected using the interview method on a sample of 11 participants. Research results showed that the participants mostly have excellent communication with experts outside or inside the school where they work and that almost all of them find support in working with hearing impaired students. Also, most of the participants cooperate successfully with the students' parents, but also with the students' peers, who properly accept the hearing-impaired students into their team. Participants of this research adapt the space and their speech as much as they can to make it easier for the hearing-impaired students to listen. Appropriate methods for adapting teaching to these students are widely used by some, while others also apply such methods when working with other students.