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…
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