The basis of modern hearing and language rehabilitation for deaf children is to use the residual hearing of deaf children to compensate for their hearing to reach or approach normal, and to establish an auditory system through rehabilitation training to learn and use language for the purpose of returning to mainstream society. Therefore, hearing and language rehabilitation for deaf children mainly includes two aspects, namely hearing compensation and rehabilitation training. At present, the most common hearing compensation is to fit the deaf child with a suitable hearing aid, which is based on the accurate detection of the deaf child’s residual hearing, the ordering of an ear mold, the selection of a suitable hearing aid model, the use of a child-specific empirical formula for hearing aid fitting, and the assessment of the hearing aid effect through sound field or speech audiometry, and the adjustment of the hearing aid if necessary. The content of rehabilitation training includes auditory training, articulation training and language comprehension and use training. The rehabilitation training should follow the rules of language acquisition for normal children, with the deaf child “learning” as the main body and teachers and parents “teaching” as the auxiliary body, and progress step by step. The training should focus on the function and use of language, not on the form and content of language. In addition, deaf children should be considered as children first and hearing and language impaired children second, and should develop physically, intellectually, morally, and aesthetically, so that the child’s physical, cognitive, and hearing and language abilities can develop comprehensively. Early intervention is the core of rehabilitation for deaf children. Research has proven that human brain functions are not yet well developed at birth and need to be gradually perfected after birth, in a social environment and under benign stimulation, and that this further perfection is time-limited. That is, if this critical period is missed, certain functions will be difficult to establish throughout life. This is the case with auditory language function. We all know that language is acquired later in life, but we may not realize that this learning begins after birth (or even in the mother’s womb), and that missing this time (now considered to be before 6 months of age) will result in children learning language with extreme difficulty and of poor quality. This is manifested in deaf children who, even though they can hear (with hearing compensation), do not understand. Can speak simple but cannot use it. At the same time, language learning needs to be synchronized with the development of the child’s cognitive abilities to be most efficient, and when this is missed, language development seriously lags behind the development of intelligence and learning becomes very difficult. Therefore, rehabilitation of deaf children needs to emphasize early detection, early diagnosis, early hearing compensation, and early rehabilitation training.