<![CDATA[Purpose to find out the deaf disability assessment model. Method: the design of this study is qualitative research, namely library research (library research). The information gathered and analyzed comes entirely from literature and documentation, such as publications in books, research journals, and other related media. The data collection technique is a literature study, namely by searching for data related to the discussion in this study. Relevant data is collected through literature study, literature study, and internet search. The data analysis technique uses descriptive qualitative analysis techniques. Results: Assessment technic in disability education (formal and informal) are distinguished from diagnostic, test, and evaluation terms in general education. The aim is to see the condition of students their abilities, difficulties, and learning needs individually. Conclusion: the assessment model in deaf disability education is as follows. (1) Diagnosing barriers in students (physical: hard of hearing/deaf, intellectual, social, emotional, and/or sensory-neurological); (2) Classification, placement, and discovery of deaf disability education programs; (3) Determine the learning path for kids with hearing problems; (4) Determine the technique of implementing the assessment to be used (tests, interviews, observations, analysis of student work); (5) Developing grids and questions along with scoring guidelines; (6) analysis of instruments and results. Implementation: by using the appropriate assessment model, the teacher can easily trace the barriers to deaf students' difficulties individually and accurately.]]>
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