Throughout history, children with hearing impairment have experienced fear, rejection, and punishment for the difficulty they have. Today, the inclusion of children with hearing impairments in the regular education system has become increasingly possible. The teacher lays the foundations for children in the lower grades of primary school on which they will build their future knowledge and skills. However, students with hearing impairments need to be given a little more attention by adapting the program as well as certain methods and procedures in order to be able to learn certain teaching contents. The parents informs the teacher with the student's difficulty and their cooperation is very important but also the teacher can be the first person to recognize a hearing-impaired student. Further more, professional associates who participate in this process contribute to the student in his development. The professional team of the school, in cooperation with the teacher, compiles an individualized program for students with hearing impairment according to his abilities and needs. The Music culture lesson should be designed so that the student with hearing impairment is involved in all musical activities and that the means and materials for work are adapted to him, so the emphasis is on the sense of sight and touch. Strong influence and motivation of hearing impaired students is given by music, which encourages them to be active and cooperate. It is important to note that the teacher creates a positive atmosphere in the classroom to encourage other students to empathize and accept students with hearing difficulties. The mutual cooperation of all factors together that participate in the educational process are the key for development, success and results achieved for students with hearing impairment. Finally, part of this thesis refers to research on the involvement of children with hearing impairment in Music culture classes and results will be given trough the graduate thesis.