The identity of the person with disabilities plays an important role in their personal development and social inclusion. This paper conducts a qualitative study on the status quo

differences in characteristics and influencing factors of the identity of hearing-impaired children in ordinary schools and special education schools. The research finds that those hearing-impaired children receiving inclusive education show a healthy hearing culture identity

while those receiving special education show a sprout of disability culture identity

thus the identity of hearing-impaired children in different educational environments is different. The study analyzes the reasons for the formation of different identities

examines the construction mechanism of the identity of hearing-impaired children in the local context

and puts forward suggestions to promote hearing-impaired children to form a positive identity.