An intervention project at the Hebrew University Learning Center for the Blind introduced metacognitive techniques to compensate for educational deficiencies in visually impaired young adults with a history of academic failure. The project, based on the Instrumental Enrichment cognitive training program, led to improvement in students’ motivation, awareness of their own learning strategies, more rapid and sustained academic progress, and increased autonomy in learning.
Get full access to this article
View all access options for this article.
References
1.
BestA. B. (1995). Teaching children with visual impairments.Milton Keynes, England: Open University Press.
2.
BlaggN. (1991). Can we teach intelligence: A comprehensive evaluation of Feuerstein's IE program.Hillsdale, NJ: Lawrence Erlbaum.
3.
CostaA. L. (1991). Developing minds: A resource book for teaching thinking (Vol. 2). Alexandria, VA: Association for Supervision and Curriculum Development.
4.
DeshenS. (1992). Blind people: The private and public life of sightless Israelis.Albany: State University of New York Press.
5.
EnnisR. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4–10.
6.
FeuersteinR., HoffmanM. B., RandY., JensenM., TzurielD., and HoffmanD. (1986). Learning to learn: Mediated learning experiences and instrumental enrichment. In SchwebelM. & MaherC. A. (Eds.), Facilitating cognitive development: International perspectives, programs and practice (pp. 49–82. New York: Haworth Press.
7.
FeuersteinR., RandY., HoffmanM., & MillerR.1980. Instrumental enrichment.Baltimore, MD: University Park Press.
8.
FeuersteinR., RandY., & RyndersJ. E. (1988). Don't accept me as I am.New York: Plenum Press.
9.
GouzmanR. (1995). Instrumental enrichment: The braille program.Jerusalem: International Centre for the Enhancement of Learning Potential.
10.
GouzmanR. (1997). Major problems of blind learners using tactile graphic materials and how to overcome them with the IE braille program. In KozulinA. (Ed.), The ontogeny of cognitive modifiability (pp. 261–272. Jerusalem: International Centre for the Enhancement of Learning Potential.
11.
GouzmanR., & KozulinA. (1998). Enhancing cognitive skills in blind learners. Paper presented at the annual conference of the British Psychological Association, Educational Psychology section, University of Exeter, Exeter, England.
12.
KorsiaY. (1997). Blind people in Israel.Jersualem: Department of Social Welfare, Section on the Visually Impaired.
KozulinA. (1994). The cognitive revolution in learning: Piaget and Vygotsky. In MangieriJ. N. & BlockC. C. (Eds.), Creating Powerful Thinking in Teachers and Students: Diverse Perspectives (pp. 269–287. Fort Worth, TX: Harcourt Brace.
15.
KozulinA. (1998). Psychological tools: A sociocultural approach to education.Cambridge, MA: Harvard University Press.
16.
KozulinA., & LurieL. (1994). Psychological tools and mediated learning: A cross-cultural aspect. Paper presented at the 12th Congress of Cross-Cultural Psychology, Pamplona, Spain.
PiagetJ. (1959). The thought and language of the child.London: Routledge.
19.
RosemarinS., KozulinA., VengerN., & LurieL. (1995). La modificabilidad de la percepcion analitica como funcion del aprendizaje mediado. [Modifiability of analytic perception as a function of mediated learning.]Psico/Pedagogica, 1, 13–24.
20.
ShayerM., & Beasley. (1987). Does Instrumental Enrichment work? British Educational Research Journal, 13, 101—119.
21.
SwartzR. J. (1991). Infusing the teaching of critical thinking into content instruction. In CostaA., (Ed.), Developing minds: A resource book for teaching thinking (Vol. 1, pp. 177–184. Alexandria, VA: Association for Supervision and Curriculum Development.
22.
VygotskyL. S. (1978). Mind in society: The development of higher psychological processes.Cambridge, MA: Harvard University Press.
