Throughout history, children with developmental disabilities have not had any rights to education, over time work was done to improve their rights, then they acquired the right to education in special educational institutions and centers. Today we know the benefits of educational inclusion and students with disabilities can be included in mainstream schools if their possibilities are assessed to be higher in the regular class department. Although it is clear what inclusion means, today in schools we still find it difficult to see this inclusive practice. Students with hearing impairments are one of the groups of students on the Orientation List of types of disabilities who need an individual approach of the teacher and certain methodical-didactic support to successfully attend classes. In order for the teacher to provide this to the student, he must possess a special set of knowledge, skills and abilities, that is, possess competences that will help him with the task of upbringing and education of the student with hearing impairment. The paper presents examples of good practice in working with students with hearing impairments as well as suggestions for adjustments to the way they work. The aim of the study was to find out which competencies are most needed by the teacher to work with hearing impaired students and whether they are considered competent enough to perform this task. The results showed that communication competences and social competences are paramount to work with students with hearing impairments, and the teachers themselves are not considered competent enough to educate students with disabilities and feel that they need additional training.