Auditory speech rehabilitation for deaf children includes three parts: auditory rehabilitation, speech correction and language education. Aural rehabilitation is the first stage of rehabilitation education for deaf children. Through medical diagnosis, most of the causes of hearing impairment have been clarified; and medical intervention has evolved from hearing compensation (hearing aid fitting) to hearing reconstruction (cochlear implant). Aural rehabilitation is the training of the hearing functions of the deaf child on this basis to prepare for speech correction and language education. The rehabilitation of auditory functions is divided into four stages from bottom to top, namely: auditory perception, auditory discrimination, auditory recognition, and auditory comprehension. The main form of auditory rehabilitation is individualized rehabilitation; the main means of auditory rehabilitation is to make full use of modern auditory rehabilitation equipment, and to develop individualized rehabilitation plans based on quantitative assessment of children with hearing impairment, so as to carry out systematic and scientific rehabilitation training. Ear speech correction is the intermediate link of HSL, playing an important role of carrying on the top and bottom. After hearing compensation or reconstruction, children with hearing impairment may still have functional speech impairment of different degrees and need to be treated with speech correction. Speech correction, through articulation training, enables deaf children to harmonize their breathing, voice and resonance systems, to pronounce sounds naturally and comfortably and to construct sounds accurately, to promote the improvement of speech intelligibility, and to lay the foundation for learning to speak. Language education is an important tool to consolidate and develop the results of auditory and speech rehabilitation. Language education for children with hearing impairment has both common and special aspects with hearing children. In terms of commonalities, children with hearing loss and normal children should have common educational and teaching goals. However, for deaf children, the common educational goals need to be accomplished gradually through appropriate milestones and special approaches. The focus of language education for children with hearing impairment is to strengthen oral language, learn words and sentences, speak and write at the same time, and read and write at the same time. The content of instruction should be integrated with the children’s life and experience as much as possible, and the teaching arrangement should be arranged in small steps with steady development. The teaching methods should be based on modern advanced technology, inherit the excellent traditional experience, effectively improve the language ability and cognitive level of deaf children, and promote their social development. The auditory speech rehabilitation of children with cochlear implants includes two stages: before and after implantation. Therefore, at least 3 months of auditory speech rehabilitation with hearing aids is required before cochlear implantation, and about 1 year of auditory speech rehabilitation is required after the cochlear implant is turned on.