EXAMINING THE LEARNING STYLES OF VISUALLY IMPAIRED SECONDARY SCHOOL STUDENTS

Abstract

When learning is considered a lifelong process, its important part takes place in formal education institutions. In formal education, it is thought that determining and considering the learning style of each student, as well as the teaching methods, techniques, and materials used, are important in terms of learning processes. Educational studies on the learning styles of visually impaired students can enable them to benefit from learning environments at a high level. In this context, the general aim of the study is to determine the learning styles of visually impaired students and to reveal whether they differ in terms of various variables. The study was carried out with a total of 18 students from the 6th, 7th, and 8th grades of a visually impaired secondary school in the district of Onikişubat in Kahramanmaraş province in the 2020-2021 academic year. In the study, the Kolb Learning Styles Inventory was used to determine the learning styles of visually impaired students. Descriptive analyzes and Chi-Square Test were performed on the data obtained from the research. As a result of the research, it was determined that visually impaired students had the most (44.4%) accommodating learning style and the least (5.6%) assimilating learning style. On the other hand, it was concluded that the learning styles of the visually impaired students did not differ in terms of gender, class level, educational status of parents, and income level variables.