Teaching Visually Impaired Students in a Multimedia Enriched Environment

Gary Lee, Caitlin Groom, and Dr. Frank Groom
T.H.E. Journal, Feb. 1996, p. 88-90

This is a study of bright, visually impaired students in a graduate program in Information and Communication Sciences, with a strong emphasis on visual production. Their thesis is that multimedia should be used to enhance verbal teaching and not replace it. They found that student memory is best engaged if a variety of senses are used to comprehend, examine and reflect on the information. They also found that including visually impaired students in a class cause all students to engage the information with a wider set of senses, resulting in better learning, understanding, and memory retention for all. Professors also have to think more clearly about how material should be created and described, how long it should be presented to be absorbed, and what effects are expected.

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Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
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