<![CDATA[This study explored adaptive teaching practices implemented by an English teacher in a mainstream vocational high school that had not been formally designated as an inclusive school but enrolled a student with a hearing impairment. Using a qualitative approach with a narrative inquiry design, data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings revealed that the teacher adapted instructional media, communication, and classroom interaction through visually enriched PowerPoint presentations, slower speech delivery, repeated explanations, individualized instruction, comprehension checks, and multimodal communication using gestures, eye contact, clear articulation, and body language. Two major challenges emerged: adapting audio-based instructional materials and managing instructional time while providing individualized support. These challenges were addressed through repeated explanations, personalized guidance, and integrated verbal and nonverbal communication. The teacher evaluated instructional effectiveness based on students’ participation, learning progress, and attainment of learning objectives, while continuous professional reflection strengthened pedagogical flexibility and commitment to inclusive practice. The study concludes that successful inclusive English language teaching depends on adaptive instructional strategies, reflective practice, pedagogical responsiveness, and teachers’ commitment to ensuring equitable learning opportunities for students with hearing impairments in mainstream classrooms.]]>
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