Abstract
Inclusive education highlights the need for equitable evaluation practices that accommodate the diverse learning needs of all students, including children with hearing impairments. Continuous and Comprehensive Evaluation, as defined by educational policies such as the RTE Act 2009, is crucial for promoting inclusive assessment techniques. However, variations in awareness and comprehension among educators can mask effective implementation, particularly in inclusive settings. This study investigates the levels of awareness and conceptual understanding of CCE among primary and secondary school teachers in Karnataka, particularly in the context of educating children with hearing impairments. A descriptive survey method was used, involving 100 teachers from government and private schools across Karnataka. Awareness and understanding were measured using structured tool i.e. a questionnaire was developed and validated by 10 experts and the scores were analysed using descriptive statistics, stanine scores, and t-tests. Findings reveal that while most teachers showed an average awareness and understanding of CCE, significant differences exist between private and government school teachers. Teachers in private schools, especially those teaching at the secondary level, demonstrated greater awareness and a stronger grasp of the concepts compared to teachers in government schools. However, when comparing primary and secondary teachers within either private or government schools, no significant differences were observed. The results show that the need for targeted professional development, especially in government schools, to strengthen teachers’ competence in implementing CCE effectively in inclusive schools. Enhancing teachers’ awareness and understanding of CCE will contribute to more equitable and learner-centric assessment practices for students with hearing impairments.
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