The study investigated the inclusive assistive technology learning approaches for enhanced learning among students with hearing loss: Research Implication. Three research questions and hypotheses were raised. Literature was reviewed according to the sub-variables of the study. The population of the study comprised all the students with hearing impairment in the Department of Special Education, University of Calabar, Cross River State numbering seventy-five (75) in all. Census sampling was used in selecting the sample which also represented 100% of the population of the study. The instrument used for data collection was developed by the researchers, named: “Inclusive Assistive Technology Learning Approaches Questionnaire (IATLAQ)”. The instrument was validated by experts in the fields of study. The data were statistically analyzed using simple mean, standard deviation, Pearson Product Moment Correlation, and population t-test. The result showed that the types of assistive technology used by the students were significantly low. There was also a significant relationship between assistive technologies (hearing aids, Bluetooth, and cochlear implants) in motivating the academic achievement of students with hearing impairment at the University of Calabar. The result further revealed that challenges facing students with hearing loss without using assistive technology include poor vocabulary in school, difficulty in understanding classroom instructions, difficulty of expression in a class by students with hearing loss, poor academic performance, and poor participation and engagement with their hearing counterparts in school activities among others. Based on the findings, it was therefore, recommended among others that capable individual lecturers, university authorities, and governments should partner with key stakeholders in Education in order to make assistive technology devices readily available and encourage students to have access to such devices in the Special Education Departments in Universities in Cross River State, Nigeria.