;
Lorem Ipsum Dolor Spring 2016
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study (Pevsner, Sanspree & Allison, 2012) conducted an
intervention that investigated the effects of teaching strategies that
address individual learning styles for students with VI. Results
suggested that when learning styles were addressed, test scores of
students remained the same or improved, and there was an
increase of positive responses of students' attitudes towards school.
However, the test scores of the five participants with VI were
comparable to peers in the control group.
In sum, although it is well known that students with VI
encounter tremendous difficulties with learning mathematics, very
little empirical research exists with the basic standards of research
rigor. Future research with more rigorous designs, especially
randomized controlled trial experiments, is warranted. In addition to
developing cognitive instructional strategies and examining the
effectiveness of assistive technologies, future research may also
explore the possibility of developing a functional mathematics
curriculum for students with congenital total blindness.
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