Because research indicates that specific cognitive deficiencies do exist for hearing-impaired individuals (though the normal range of intellectual potential exists among the hearing-impaired as a group), Instrumental Enrichment (IE), an approach developed originally in response to the need for mediated learning experiences for culturally disadvantaged groups, was applied to the education of hearing-impaired secondary students. IE allows students to reflect on their own thinking processes, develops the prerequisites for learning, recognizes the age-specificity of developing generalizable cognitive strategies, and promotes skill transfer. Over a 2-year period, 18 control group students and 10 experimental students are being studied. Preliminary evaluation (after 1 year) data included performance on Raven's Standard Progressive Matrices, the Stanford Achievement Test, Hearing Impaired Version: Reading Comprehension subtests, problem solving interviews, and a teacher observation checklist. Among findings were that Ss approached problem solving curricular situations more systematically and with less impulsivity; Ss improved in their ability to analyze the component parts of a problem and in their understanding of the reasons underlying required assignments in English and mathematics. Preliminary results suggest that the intervention may be effective for improving spatial reasoning skills, ability to consider two or more sources of information simultaneously, and understanding of cause and effect. Sample modifications for IE are suggested. (CL)