<![CDATA[Children with hearing impairment face significant barriers in verbal and social communication, making structured intervention essential. This article reviews the concept, legal foundation, scope, implementation methods, and evaluation techniques of speech habilitation (bina wicara) and sign language training (bina isyarat) programs for students with hearing impairment in Indonesian special education. Using a qualitative literature review method, twenty scholarly sources published between 2021 and 2025, together with national regulations, were analyzed thematically. The review shows that speech habilitation encompasses articulation, respiration, phonation, prosody, speechreading, and auditory training, guided by developmental theories such as Vygotsky's Zone of Proximal Development and Chomsky's Language Acquisition Device. Commonly applied methods include Auditory-Verbal, Oral-Multisensory, Phonetic-Phonemic, and Total Communication approaches, while sign language instruction relies on the Indonesian Sign Language System (SIBI). Program success depends on early intervention age, technology suitability, parental involvement, and teacher competence. Comprehensive, authentic, and continuous evaluation is essential to ensure individualized and effective services. These findings emphasize the need for an eclectic, evidence-based, and collaborative approach in delivering communication programs for children with hearing impairment.]]>
