A growing number of children are suffering from functional vocal impediment or structural abnormality in vocal chords. In particular, impaired hearing may likely trigger vocal impediment problems. Lack of feedback on vocal sound and sounds from the surrounding environment will adversely affect not only the normal language learning but also the characteristics of vocality (sound) itself. Existing studies comparing vocal (sound) characteristics of hearing-impaired children, deaf individuals, and normal children showed correlations between extent of hearing loss, age of hearing-impaired children, and pitch. Compared to research on the characteristics of language, however, few research on the vocal (sound) characteristics of hearing-impaired children have been conducted. This research sought to prepare the foundation of the program for preventing vocal impediment for hearing-impaired children. Since a preventive program is different from a treatment program, existing treatment models should not be implemented. Thus, this research attempted to use a play method and take a natural approach to school education and daily life. It also selected and categorized into three divisions the guidance program design어 for helping hearing-impaired children use correct sounds: use of music, training through yoga, and audio-perceptual training. In particular, the research did not categorize the use of music into breathing and vocalization; instead, it opted to take a general approach. Likewise, it sought to devise programs wherein children can learn naturally in a setting similar to a school and positively participate with spontaneity. This research limited its scope to the functional vocal problems of hearing-impaired children and the necessity for corresponding educational measures; thus suggesting directions for developing programs for preventing vocal (sound) impediment. As such, more systematic and scientific studies are recommended.