Abstract:

Students with insufficiency of vision have different cognitive abilities than their fellow. Also, most people with insufficiency of vision have a sense of vision, even if it is limited to seeing light, color, objects and accessing visual information at different degrees. Because the majority of students with insufficiency of vision consists of less-visible students. But vision disorders may affect the student’s vision accuracy, the vision area and/or the student’s ability to process visual information at different levels. Since each factor has significant advantages or disadvantages for an effective learning, it is very important for the educational development of the child to understand the nature of the child’s visionary qualification and to use compelling appropriate techniques and strategies to access visual information depending on the student’s existing qualification. This study has analyzed the principles and strategies that can be used in science education for students with insufficiency of vision. Science education, as for every child, has an important role in the development of the scientific thinking skills of children with insufficiency, in the ability to scientificly respond to problems they encounter in everyday life, in the development of problem-solving skills, in the increase of their experience and skills in life.

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