Active learning and its impact on skill development of students with visual impairments and significant disabilities



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Students with visual impairments and significant cognitive disabilities have the same right to the most appropriate and meaningful education at their developmental level as their peers. Past research on assessment and curriculum focuses on students with some level of skill development above 48 months, but minimal research exists on students under the developmental age of 48 months. The research in this case study focuses on the Active Learning strategy as a viable method of instruction for such a population as described above. Through observations of three students with different diagnoses, experiences, and ages, this research study explored the impact of the Active Learning strategy on foundational skill development according to the perspective of educational teams and through pre-and post-assessments.



Visual Impairment, Significant Disabilities, Active Learning