The effectiveness of education and upbringing of children with hearing loss who are placed in special and mixed groups remains an important issue. The study aims to establish mixed groups consisting of both healthy children and children with hearing loss, and subsequently evaluate and compare their cognitive and mental development across different phases of the experiment, taking into account their level of digital literacy skills. Digital literacy skills are essential for the full development of children in the digital age. Children were tested for digital literacy level, cognitive skills, emotional stability, and relationships with peers using the Battelle Developmental Inventory, as well as Temple, Dorkey, and Amen test. The findings were compared among groups and categories of children. The digital literacy level of children with implants and hearing loss by the end of the study year was slightly lower than in the control group. The use of digital technologies made it possible to improve the speech functions of children with implants and hearing loss by 1.5-2.0 times. Children without hearing loss, who were placed in groups for children with speech disorders, were divided into those who were rejected and those who were accepted. Perhaps, this might result in more severe anxiety among such children. Children from the mixed groups were more tolerant of their peers. The resulting data suggested greater effectiveness of the mixed groups compared to the traditional system of special education programs and upbringing.