School-Based Speech–Language Therapy Services for Children with Hearing Loss in Inclusive Education: A Narrative Review

Children with hearing loss increasingly participate in inclusive educational settings; however, many continue to experience difficulties in language development, communication access, and classroom participation. This narrative review examines school-based speech–language therapy (SLT) services for children with hearing loss in inclusive educational settings, focusing on language development, service delivery models, and intervention practices. The reviewed literature suggests that language development in children with hearing loss is multidimensional and influenced by multiple interacting factors. Evidence further indicates that intervention outcomes are shaped not only by intervention approaches but also by educational context, classroom communication environments, collaboration among professionals, and students’ individual needs. Interventions tailored to students’ individual needs and implemented within meaningful educational contexts may support communication access, classroom participation, and the functional use of language. At the same time, the available evidence remains heterogeneous, suggesting that service delivery decisions should be guided by students’ individual needs and educational contexts. Overall, the reviewed literature suggests that school-based SLT may contribute not only to children’s language development but also to communication access, classroom participation, and interdisciplinary collaboration in inclusive educational settings. The review also identifies implications for clinical practice and priorities for future research.