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effective than traditional methods.
Two studies (Chang & Bin, 2013; Pevsner, Sanspree & Allison,
2011) were identified using cognitive instruction via individualized
instruction to each participant to assist the math learning of students
with VI. Chang and Bin (2013) conducted an intervention that
explored whether people who are blind and have no visual
experience are able to learn how to draw perspective through
education. The researcher used a cube as the stimulus, together
with special teaching aids, to help a participant with congenital total
blindness understand the drawing method used by his sighted
counterparts to illustrate the three-dimensional object, such as a
cube. Results suggest that after completing the lessons, the
participant was able to select the correct oblique projection of a
cube and no longer insisted that a cube can only be ideally
represented by a square, however, although he was able to
cognitively accept the concept, he was unable to join various
dimensions (such as joining various corners of the cube). The other
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