Learning Styles and Logical-Mathematical Abilities among Children with Visually Impairment and Sight

?Learning mathematics is a highly sequential process, ? says Dr Albrecht1. ?If you don?t grasp a certain concept, fact, or procedure, you can never hope to grasp others that come later, which depend upon it. Training in logical thinking encourages learners to think for themselves, to question hypotheses, to develop alternative hypotheses, and to test those hypotheses against known facts. Hence mathematics as a subject is playing an important role in society and in the school curriculum. Majority of the school students? school feel it as an abstract subject and difficult to understand and concept development. It is found that compare to sighted children, there is a poor achievement in mathematics among students who are visually impaired2. Then the question arises why such a difference in achievement appears when the school provides more or less uniform instructional and environmental facilities? Does this difference depend upon their style of learning, thinking? The main objective of this study is to examine the relationship between the logical and mathematical abilities of children with respect to their Learning Styles in sighted and visually impaired children. For studying the cognitive behaviour of children the researcher has selected, and administered the tool: The Barsch Learning style Inventory which could be equally suitable to both visually challenged and children with sight is administered to collect data. The study reveals that, in case of visually impaired children concept development and perception mostly occur through auditory and tactile ?kinaesthetic learning styles Hence it may be suggested that mathematics becomes accessible for all learners at all levels only if their learning styles and needs are not neglected.