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Deaf people's relationship to sound and music, as well as that of the social bond between deaf and hearing people, calls for inclusive responses in education. This article analyses these subjective and intersubjective issues from the clinical approach of mediation in music education with deaf students. It describes a sensory mediation framework set up between 2012 and 2013 in a music class at the Institut National de Jeunes Sourds de Paris (INJS) National Institute for Deaf Children of Paris. The report on anobserved situation allows to recognize the psychic movements that this type of framework can trigger in the educational scene. Thus, the article considers the functions of the technological object and the teacher to think about the advent of a mediating third party from a psychological point of view. In this sense, it allows us to understand that sound is not exclusively a question of the auditory canal, but that the whole body and the relationship to the other and the unconscious psyche are also engaged in the relationship to music.