Linking Theory to Practice: Science for Students with Visual Impairment

This study examined the effectiveness of instructional design to teach science concepts to visually impaired students. The study was conducted through case study. The study consisted of three stages. The first stage identified the visually impaired students' learning needs related to the concepts of the structure of matter. The second stage designed and developed the instructional materials, activities, and instruction. The third stage analyzed the effectiveness of the instructional design. The study's sample consisted of seven students. Data were collected through multiple choice tests and interviews. Significant differences in the academic performances indicated that instructional design had positive effects in teaching and learning science concepts for visually impaired students. As a result, students with visual impairment need appropriate adaptations and individual instructional design to compete and advance in learning the science concepts.