Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Mweru Mwingi

Second Supervisor/Advisor

Dr. Nipael Mrutu


Institute for Educational Development, East Africa


The objective of this study was to establish the extent to which mathematics examinations are accessible to students with HI. The study adopted a qualitative approach via a case study design. The participants included the principal, Head of the mathematics department, teachers, and students from Clifftop school for the deaf. Purposive sampling was used to select the 5 students with HI and 3 mathematics teachers. Data was collected through focus group discussion (FGD) with students and teachers separately and classroom observation. In addition, the principal and the head of the mathematics department were interviewed to ascertain the general accessibility of mathematics examinations to students with HI and identify strategies that can be employed to enhance the accessibility of mathematics examinations to students with HI. Furthermore, documents such as students’ mathematics examinations answer sheets, standard examination test papers, and KCSE results were analysed for corroboration of data collected from interviews and FGD. Although the students stated that they could access some mathematics concepts, the findings showed that mathematics examinations are highly inaccessible to students with HI. At the end of the study, the teachers and students indicated that mathematics needs to be adapted to increase access to mathematics examinations. The study suggests that providing necessary accommodations in testing should be done with caution to avoid affecting the validity of the test scores.