Introduction. The existing need for innovative technologies of psychological and pedagogical support for families raising a child with hearing impairments makes it imperative to develop an effective model of interaction between the family and a special correctional educational institution. For a family, the birth of a child with hearing impairments is often the cause of its breakdown. The inclusion of the family in the process of psychological and pedagogical support of the child is the only way to bring it to normal life. The purpose of the work is to study the characteristics of family relations (marital, parental-child and child-parent) in the family raising a child withhearing impairments as a basis of its psychological and pedagogical support. Materials and Methods. The study was conducted on the basis of a special correctional educational institution "Kursk Boarding School". The total sample size of study participants was 28 families, including 14 families raising children with hearing impairments, and 14 families raising children without hearing impairments. The study involved psychodiagnostic methods and methods of mathematical-statistical analysis. Results. Marital relations, regardless of the degree of hearing impairments in the child, are characterized by emotional closeness, flexibility in decision-making, willingness to organize joint leisure activities, to communicate with friends, and also focus on the distribution of family roles, discipline and the implementation of family rules. Peculiarities of parental-children relations manifest themselves in the dominant position of mothers, in an effort to provide the child full security, to help meet all needs, in a high evaluation of his/ her intellectual and creative abilities, in encouraging initiative and independence, in a small emotional distance. Child-parent relations in a family that raises a deaf child, in contrast to a hard-of-hearing, are generally perceived by them as disjointed. Conclusion. General patterns in the relationship of role positions, as well as in the interrelationships of the family structure, role positions and parental-child relationships can be considered as a general basis for its psychological and pedagogical support of a family.