This article reports on a study of the preferences in learning styles for 214 students, aged 10–17, with visual impairments and their sighted peers. Students with or without visual impairments did not differ in their frequency for preferences for either an extroverted or introverted style. However, in contrast to their sighted peers, students with visual impairments more frequently preferred practical, thinking, or organized styles. Also in contrast with their sighted peers, boys with visual impairments tended to prefer extroverted styles and girls with visual impairments tended to prefer introverted styles. Visually impaired students aged 10–15 generally displayed a preference for thinking styles, and those older than 15 preferred feeling styles. Those aged 10–12 generally preferred more organized styles, whereas those older than 15 generally preferred more flexible styles.

Young children with low vision experience delays in cognitive development, motor development, and social skills because of the lack of motivation or insufficient opportunities to explore their environments actively. As a result, they have difficulty acquiring practical knowledge and spatial and environmental concepts. This review of the literature explores these problems, discusses current approaches to addressing them, and suggests areas for future research, including the use of optical aids.

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