The article discusses the features of the joint activity of hearing-impaired and hearing schoolchildren during felting classes, which contribute to the development of dialogical and social activity of the hearing-impaired personality. The authors focus on the fact that classes do not require hard-to-create conditions, that is, this method is economically affordable for most schools and correctional centers. The substantive components of social activity in the process of creative activity are substantiated experimentally, namely in felting classes, which contribute to the development of dialogic speech and social adaptation of children with hearing impairments in general.