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The article analyzes in detail various features of how learning process participants interact with each other, as well as classifies possible (observed) impairments of cognitive qualities in students, as compared to the normal level. It also determines and scrutinizes mutual connections between certain impairments, along with their effect on perception during learning. The usage of orientated graphs measuring labour-intensiveness during the acquisition of the main educational program (MEP) provided a comparative characteristic of impaired students’ performance (hearing impairments) as compared to unimpaired ones. The solution that allows for MEP adaptation is presented in the form of courses that accompany every profile discipline, along with special cognitive technologies. The account of minimization or/and compensation of certain cognitive impairments in disabled students, as practiced at Bauman Moscow State Technical University, is given. Generalized goals of accompaniment courses are formulated. The examples are given (based on calculus and geometry courses) of using logical matrixes as a universal method of teaching conceptual systems that involve generic and specific relations. The accompaniment courses are shown to meet the metasubjective requirements. Special requirements for teachers working with hearing impaired students are formulated.

The Difficulties of Adapting the Main Educational Program for University Students with Disabilities Hearing