Introduction: Theory of Mind (ToM) is the advanced ability in the development of social cognition to attribute mental states to oneself and/or others, which allows individuals to manipulate behaviors. Special education should explore cognitive development to assess deficits and improve ToM development in hearing loss from preschool age. The current study conducted a systematic literature review on the theory of mind development in people with hearing loss from preschool-aged children to adulthood. Methods: To identify relevant articles published in the period from 2000 to 2021, literature databases (SID, Magiran, and Google scholar) were searched; a primary search was performed about the relationship between ToM (e.g., Cognitive development), Hearing loss (e.g., impairment), and Childhood (e.g., Childhood); followed by a supporting search on the relationship between Special education and ToM development. The most relevant papers were selected, and data were collected from articles with inclusion criteria. Results: The false belief test is one of the most popular methods for assessing children\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s ToM. Also, there are three dominant theories in the explanation of Its development. 1) children extend a dynamic approach to mental states during development (Theory theory); 2) humans think and act similarly, so simulating one\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s situation can help you understand one\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s mental state (Simulation theory); 3) a portion of the brain\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s neural structure is devoted to ToM processes (Modularity theory). The progress of children\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s ToM requires detailed research. Overall certainty in the effect estimation was ‘‘low’’ for auditory training and ‘‘very low’’ for cognitive training. There are several limitations to this review. Furthermore, in the literature of cognitive development theories, Executive functions (EFs), language, and the ability to pretend and comprehend visual attention are all related to the development of ToM and play a crucial role in its evolution. Studies focusing on the ToM in hearing-impaired children showed that the overall pooled effect of cognitive training improvement remained statistically significant. Conclusion: Studies should combine cognitive intervention with auditory training to enhance social cognition in children. Only studies published in English met inclusion criteria, and several domain pooled effects were supported only by two studies. There was no significant heterogeneity within the studies, providing initial confidence in the current estimate of special education improving ToM in childhood. Further research is needed to determine which training stimuli will provide optimal conditions to improve the Theory of mind in hearing loss children.

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