Introduction:

Education and evaluations for deaf people have been developed based on approaches from the hearing community, limiting the scope of skills according to the socio-anthropological reality of this population.

Objective:

To classify and describe the factors involved in the results achieved in the Saber 11 tests by deaf students from three schools of Bogotá D.C., Colombia.

Materials and methods:

Open qualitative study developed in two phases: 1) review of the Colombian Institute for the Evaluation of Education (ICFES) databases on the performance of deaf students between 2000 and 2011, and 2) development of six focus groups with 54 participants including students, graduates and teachers from three schools of Bogotá D.C.

Results:

Seven categories of impact related to the condition of deaf students were established, as well as educational processes in the city, forms of educational exclusion, underlying factors that affect the presentation of the Saber 11 test, educational policies, and performance of deaf and hearing people.

Conclusions:

In Colombia, access to information in sign language and bilingualism in written Spanish should be strengthened. The gap between educational regulations and their applicability is prevalent, which makes it necessary to reflect on the development of skills for the Saber 11 test.

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