This article presents a narrative review of the relevance of Mastery Learning Theory in deaf education. The review aims to examine the conceptual foundations and core principles of Mastery Learning Theory, analyse its relevance to deaf education, and identify its theoretical and pedagogical contributions to more equitable instruction for deaf students. A narrative review approach was employed to synthesize relevant literature from mastery learning, deaf education, special education, formative assessment, and differentiated instruction. The review indicates that Mastery Learning Theory is highly relevant to deaf education because its core principles, including explicit learning objectives, formative assessment, corrective support, differentiated pacing, and progression based on demonstrated understanding, align closely with the educational needs of deaf students. The review also shows that existing scholarship in deaf education and mastery learning remains insufficiently integrated, despite clear areas of conceptual convergence. Overall, this article argues that Mastery Learning Theory offers a meaningful framework for supporting more structured, responsive, and language-accessible teaching in deaf education, while highlighting the need for further research on its application in deaf learning contexts.
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