Problem and aim. The paper deals with the problem of adapting educational video materials for teaching deaf and hard-of-hearing students. The paper is aimed at identifying and justifying the theoretical bases for adaptation of video materials for teaching students with hearing impairment both during in-class learning and self-study. Methodology. The study was conducted at the Centre for inclusive education of Kalashnikov Izhevsk State Technical University, the experiment involved 11 hearing-impaired students majoring in “Mechanical Engineering”. The participants of the experiment were offered short educational socio-cultural videos of equal complexity, while first video was dubbed with subtitles, and the second one – with a sign language translation. In the first part of the experiment, participants were asked to give a brief summary of the material presented in the video in a free form. In the second part of the experiment, participants were asked to answer test questions on the content of video materials related to some details of the material presented. In conclusion, students were asked to answer questions about their preferences for dubbing video materials and the reasons for their choice. Results and discussion. The results obtained during this experiment demonstrate the preferred use of subtitles when adapting video materials for deaf and hard of hearing students. However, when complex abstract concepts appear in the video, subtitles do not make them easier to understand. In this regard, when developing electronic resources that include video materials, it is possible to provide for the combined use of sign dubbing and subtitles.

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Distorted perception of information in the educational space, including digital space, directly affects both the quality of hearing impaired students' education and teaching quality requirements. Our study is devoted to the problem of searching and testing accurate and flexible tools for educators working in inclusion in order to monitor the quality of their teaching. We believe that students' digital profile, i.e. a dynamic map of their educational success, can be one of these tools. Our article is aimed at clarifying the significance of the digital profile criteria, establishing the relation between the depth of deformation of the information perception by hearing impaired students and possible options for approaching the norm in verbal expression of meaningful educational material. In order to enhance the tools for monitoring the quality of teaching students with hearing impairments we used the system of empirical (pedagogical observation) and diagnostic (testing, problems and tasks) methods based on the structuration theory by Giddens and the concept of polycontextuality by Gunther. The results of our study include the established contexts of the levels of learning capability and intellectual ability of hearing impaired students. The results are based on testing the students for the period from 2017 to 2020 and analysis of various information sources, including digital, in terms of their impact on the dynamics of the digital profile of students with hearing impairments.