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The National Education Policy (NEP) 2020 emphasizes inclusive and equitable quality education for all learners, including those with disabilities. Hearing-impaired students represent a group that faces unique challenges in accessing online and hybrid education models, particularly in the aftermath of the COVID-19 pandemic which accelerated the use of digital platforms. This paper critically examines the barriers as well as the opportunities that online and hybrid education present for hearing-impaired learners within the framework of NEP 2020. The study is conceptual in nature and employs a descriptive-analytical approach to highlight pedagogical, technological, infrastructural, and social aspects that affect learning experiences of students with hearing disabilities. The discussion identifies challenges such as lack of sign language integration, inadequate accessibility tools, digital divide, teacher preparedness, and social isolation. At the same time, the paper also explores opportunities like customized digital content, captioning technologies, interactive platforms, and policy-level initiatives that can enhance inclusion. The findings suggest that while online/hybrid education has widened accessibility gaps for hearing-impaired students, NEP 2020 provides a framework to address these disparities through technology-enabled learning, teacher training, and universal design for learning (UDL) principles. Recommendations are provided to strengthen policy implementation and foster an inclusive educational ecosystem.

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