Author(s): Tazegül DEMR ,Ülker EN
This study is based on the assumption that partially-sighted students (tam görmeyen örenciler) have more divergent learning styles than students with less sight (az gören örenciler). This study has been carried out with the aim of determining learning style profiles of visuallyimpaired students at 6th, 7th and 8th grades, and whether these constitute variety on learning styles in accordance with certain variables. The study has been conducted on 66 students trained in Elementary School for the Visually-Impaired. Kolb Learning Style Inventory has been used so as to determine learning styles of visually-impaired students as well as personal information form attached to this inventory for obtaining personal information for the students. As a result of frequency, percentage analysis and independent group T-Test and Chi-Square Test (Kay Kare Testi) in accordance with data obtained, it has been found out that most of visually-impaired students have “distinct” learning style, and learning styles of male students display variety. 27 percent of male students have “establishing” (yerletiren) and 21 percent of them have “modifying” learning styles. While there has been a meaningful correlation between learning styles and gender, educational status of the mother and father, such a correlation has been lacking between learning styles of students and their vision and their grades
The Journal of International Social Research received 8982 citations as per Google Scholar report
