The science learning model for students with visual impairment: A literature review

The students with visual impairment can understand and learn science concepts through appropriate supporting tools and learning models. Both students with and without visual impairment can learn a science concept if it is presented in a real-world context. Although students with visual impairment have limitations in obtaining information through their visual sense, they have the same range of cognitive abilities as students without visual impairment. The current study aims to provide an overview of various learning models in science learning that can effectively and efficiently improve visually impaired students’ understanding of science concepts. This paper reviewed previous studies by selecting, categorizing and analyzing the articles extracted from databases of ERIC, respectively. According to a large body of literature, it has been found that the best learning models that can be applied to students with visual impairment are the Problem-Based Learning (PBL) and Sonified Learning (SL) models. These learning models are based on the student-centered approach and can be combined with supporting assistive media such as audio-based in form of computer and mobile learning games. Learning models with appropriate media integration have been found to improve conceptual understanding and learning outcomes of students with visual impairment in both special and inclusive schools.