This study examined assessment and performance evaluation techniques for students with hearing and speech impairment in Special School Onitsha, with emphasis on challenges and innovation. The assessment problems and advances for Onitsha children with hearing and speech issues were examined. This study studied these students' assessment methods, performance evaluation concerns, creative ideas to improve assessment, and how present evaluation methods affect academic performance and educational outcomes. Green (2026) and Rose and Meyer (2000) recommended CRT-B and UDL for research. A sequential mixed-methods explanatory design was utilised. A stratified random sample of 25 instructors and 60 students from Odoakpu's Onitsha Special Secondary School for the Deaf was used. We collected data using questionnaires, interview guides, and assessment record checklists. Theme analysis, descriptive statistics, and inferential statistics were employed for qualitative and quantitative data. Writing, practical, observational, and visual/project evaluations ruled. Self, peer, and portfolio evaluations were infrequent. Insufficient assistive technology, teacher training, sign language interpreters, communication barriers, and standardised evaluation were serious concerns. Integration of assistive technology, sign language-based evaluations, adaptive assessment training, and visual/project-oriented methodologies improved assessment and academic results. Hearing and speech-impaired children are not properly assessed for communication needs, the study revealed. Performance evaluation is unfair and ineffective owing to obstacles. Data demonstrate environmental and structural constraints limit appraisal, not intellect. The report advised portfolio and sign language exams. Evaluate inclusively. Assessments need sign language interpreters. Teaching involves ongoing UDL training and adaptive evaluation. Schools need innovative, equal textual, practical, observational, and visual evaluation systems.