Abstract:
Research suggests that tests with non-modified response formats may be biased against learners with
severe physical disabilities, with test scores reflecting the extent of learners’ disabilities rather than their actual
potential. This study aimed to compare the performance of learners with severe physical impairments on their
mathematics scores using two different response modes. Forty-two learners from schools in the Gauteng province
in South Africa were selected for the study. A cross-over within-groups design was used. Participants were randomly
assigned to two groups; each learner participated in both conditions (oral response and eye gaze), but in the
opposite order. The tests were repeated after a week when the alternative response mode was used. Participants’
scores for the eye-gaze response mode were found to be significantly higher than their scores for the oral response
mode. Implications for use in the classroom are discussed.
