Support services provide an essential role for hearing-impaired students attending public schools, in terms of improving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled in public schools were evaluated, and the relationship between the writing scores, audiological variables and educational variables were examined. Seventeen students, who were enrolled in in the primary and middle school classes of public schools and benefited from the support services, participated in this study. The results of the study indicated that the mean writing score of the students was 68.35 out of 100. It was determined that there is a relationship between the age of first hearing aid and the duration of preschool education. According to the results of the study, it can be stated that hearing-impaired students enrolled in public schools benefit from the support services designed according to their individual needs, along with early exposition to implant and early inclusion in education.