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.…
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