A Comparative Analysis of Mathematics Curriculum for Students with and Without Hearing Impairment

The substantive purpose of this paper was to analyze Mathematics curriculum for students with hearing impairment from grade 6 to 10 and to compare it with National Curriculum of Mathematics in order to find out similarities and differences between the two. Document analysis method was used for the study. In order to compare both of the curricula, National Curriculum of Mathematics was obtained from the official web site of Ministry of Education, Government of Pakistan and Curriculum for students with hearing impairment was obtained from Directorate of Special Education, Government of the Punjab, Pakistan. The results of analysis showed that no standards, benchmarks, students learning outcomes and their relevant topics were included in the curriculum of students with hearing impairment. Very limited portion of the contents of national curriculum was adopted in the curriculum of students with hearing impairment. As a consequence the students with hearing impairment had been deprived of a great deal of knowledge regarding Mathematics which would hinder their inclusion in hearing community. So it is recommended that all contents from the National Curriculum should be included in the curriculum of students with hearing impairment with necessary adaptations in its implementation.