Abstract
Inclusive education aims to provide equitable learning opportunities for all students, including those with diverse abilities, such as learners with hearing impairment. In regular classroom settings, evaluating these pupils’ progress and achievements poses particular difficulties that require specific methods. According to White, J. L., Peter, M. M., & Paul, D. S. (2020), alternative evaluation procedures must be investigated as traditional approaches may not adequately capture the abilities and growth of students with hearing impairment. This study looks into how mainstream educators see assessments designed for students with hearing impairments. The viability and preference of criterion-referenced (CRA) and norm-referenced (NRA) evaluations among elementary and secondary school teachers are investigated in this study. An opinion questionnaire survey was completed by thirty inclusive school teachers as part of a survey-based study strategy. Teachers’ opinions on assessment practices in language, math, science, social studies, and both formative and summative exams were all included in the poll. Various statistical analysis, such as chi-square tests, were performed to identify important relationships and preferences among teachers.
The findings show that primary and secondary teachers had significantly different preferences for assessments in various subjects and assessment formats. While secondary instructors strongly prefer NRA and emphasize peer comparisons, primary teachers tend to favor CRA and combined evaluations, emphasizing individual mastery and holistic comprehension.
The results highlight the need for customized assessment plans that consider the various learning requirements of children with hearing impairment in inclusive classroom environments. Integrating CRA and NRA techniques is essential for thorough evaluations that reliably measure pupil achievement and promote educational equity (Parker, S. J., Johnson, M. R., & Hughes (2023).
Keywords: inclusive education, children with hearing impairment, mainstream schools, assessment procedures, criterion-referenced assessments, norm-referenced assessments.