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This study investigates effective strategies for developing English vocabulary among hearing-impaired children in Kazakhstan, addressing the gap between traditional instructional methods and the unique educational needs of this group. Hearing-impaired children encounter significant obstacles due to limited native language speech development, complicating their ability to learn a foreign language. Traditional methods, often reliant on auditory and verbal interactions, frequently prove ineffective for these students, necessitating specialized teaching approaches. To address this issue, the study employs a mixed-methods research design, collecting both quantitative and qualitative data through an online survey administered to educators, psychologists, and speech therapists. Quantitative data were analyzed using descriptive statistics, highlighting prevalent challenges in vocabulary retention, grammar, phonetics, and emotional barriers. Qualitative responses were thematically analyzed, revealing that interactive digital tools, particularly game-based platforms and multimedia resources, effectively mitigate barriers to vocabulary acquisition. Results, systematically presented through tables and diagrams, confirm the efficacy of interactive digital and game-based instructional techniques. Ultimately, this research contributes to linguistics and special education by integrating contemporary empirical findings with established theoretical frameworks, offering practical recommendations for educators and policymakers aiming to improve language learning outcomes for hearing-impaired children.