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Lorem Ipsum Dolor Spring 2016
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Research specifically in the field of education of students with visual
impairment about how to approach the development of student thinking and
problem-solving abilities is sparse, particularly related to the ECC. However,
some studies that have been conducted support the benefit of explicitly
focusing on thinking skills. In the content area of science, for example, Wild
and colleagues have found inquiry-based learning beneficial for developing
students with visual impairments' understanding of science concepts (Wild,
2010; Wild, Hilson, & Hobson, 2013). While Weaver and Markham (1999)
reported that the divergent thinking abilities of students with visual
impairments varied, Cole and Pheng (1998) found that verbal mediation
training supported students with visual impairments' and their sighted peers'
ability to perform problem-solving tasks.
In terms of teachers' abilities to infuse opportunities for problem-solving
and thinking, in preliminary analyses of two self-reflection
studies on
teaching, Zebehazy & Kritzer (2009) and Zebehazy, Correa-Torres, &
Botsford (2012) found that pre-service teachers of students with visual
impairments and orientation and mobility specialists identified a need to ask
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