A case study was conducted that included an interview of a visually impaired (VIP) psychology student and a survey of teachers' attitudes towards VIP students. A project-based approach was utilized to teach statistics to the VIP student. A survey to examine teachers' attitudes towards the VIP student was prepared as part of a course assignment. This study utilized a mixed-method approach integrating qualitative and quantitative research. Data from 64 faculty members was collected via survey. The results of the study revealed that 33% of the teachers had positive attitudes toward VIP students. Factor analysis indicated that teachers' attitude has three components explaining 52% of the total variance: 1-Teacher's confidence to teach the visually impaired, 2-Lesson impact due to the presence of the visually impaired in a regular classroom, and 3-the recognition of the visually impaired contribution to the enrichment of the classroom experience. These factors seem to indicate that experience with teaching the visually impaired enhance teacher's confidence to teach the visually impaired and recognition of the visually impaired contribution. Obtained results show significant difference with respect to teachers' confidence (p-value 0.005) in their ability to effectively teach the VIP. There was also a significant difference in the perception of the VIP contribution to benefit the entire class (p-value 0.024). However, the belief that teachers had to alter the lesson plan because of the presence of the VIP student in class was not significant. Most teachers had varying views and preconceived misconceptions about teaching the visually impaired and claimed the major challenge would be to describe visuals. The study concluded that positive attitude of teachers towards the visually impaired was dependent on whether or not they had previous exposure to visually impaired people. Moreover, this study supports the claim that inclusive education with the necessary resources, and supportive teachers may contribute to the visually impaired students' academic success. The study led to relevant teaching model suggestions for VIP students towards inclusive education.

Cognitive dissonance theory posits that inconsistencies between attitudes and behaviors cause an uncomfortable arousal state, and people are motivated to reduce this discomfort by changing attitudes or behaviors to increase consistency. This principle applies to research on political affiliation. Due to dissonance processes, individuals focus less on political information that opposes their views and pay greater attention when it is congruent with their views. This study adds to this research by examining whether political orientation causes a similar pattern of selective attention bias during the recall stage. Participants (117) studied a political article on a social issue representing a viewpoint that was favorable to Democrats. Next, participants recalled as much information as possible by typing the information in a textbox. Using a sliding scale, they also rated how they felt about the article in terms of arousal and affect, and indicated whether the article was neutral, positive, or negative. Democrats were predicted to recall more positive information and more positive affect after reading the article than Republicans. Surprisingly, more Republicans, rather than Democrats, recalled more positive information about the article. Finally, those who scored more conservatively on the political slider also reported more positive affect toward the article. Although contrary to the study hypotheses, these results have implications for our current understanding of selective attention in a political context by showing the bias also occurs at the recall stage. It takes a special effort to be able to think outside the bubble. The purpose of this study is to find what it takes to pop the bubble and change the mindset of political engaged people. Keywords: cognitive dissonance, attentional bias, political orientation, selective recall