Background: Over the years, many attempts have been made that introduce the best and most appropriate approach to language teaching to people with hearing loss. However, there has been not general agreement and these issues and disagreements continue still in the entire world. In our country the situation is so. With difference that many approaches do not run. Some of the centers select a method and others select combination of methods. So, there is no clear task for confused families and each expert has its own theory. However, it should be made several options for parents and according to developmental profile and the ability of child the best option has been chosen.

Method: This study is descriptive-analytic and library study. Various related information were searched from references like articles, academic books and academic resources at home and abroad of prestigious database of scientific search like Magiran, Elsevier, Wiley, PubMed, and search engine of Google Scholar from 2003 to 2016.

Conclusion: It is aimed with early diagnosis and intervention for children with hearing impairment and awareness of different communication approaches for parents, the performance of hearing-impaired children like performance of children without hearing impairment could be improved. It should be noted that no approach is superior to other approaches and the best approach to child is approach that child can use it well and consistent with conditions of children, change profile, and with children's communication skills.  In this article we have tried that while discussing the previous preceding studies be paid to scientific theories raised in this regard and Pedagogical approaches and rehabilitation of people with hearing loss are examined.