期刊名称：Revista Ibero-Americana de Estudos em Educação
印刷版ISSN：2446-8606
电子版ISSN：1982-5587
出版年度：2016
卷号：11
期号：3
页码：1221-1241
DOI：10.21723/riaee.v11.n3.7311
出版社：Universidade Estadual Paulista Júlio de Mesquita Filho
摘要：This study aimed to analyze the learning strategies most often used by blind students (study 1) and compare the learning strategies used by blind and sighted students (study 2). The first study involved the participation of 25 blind students, of both sexes, aged between 9 and 16 years, enrolled from 3rd to 9th grade of elementary school. The instruments used were a sociodemographic questionnaire and a semi-structured interview. The data indicated that blind students use both cognitive and metacognitive strategies, but the repertoire variety is little. In study 2, 25 blind and 25 sighted students, of both sexes, aged between 9 and 16 years, enrolled from 3rd to 8th grade of elementary school, completed a sociodemographic questionnaire and a measure of learning strategies. The results showed homogeneity in the responses, indicating that both the blind and the sighted students reported using the same type of learning strategies. We conclude that blind and sighted students use cognitive and metacognitive strategies to study, but this repertoire is rather complex, indicating that they use the same strategies regardless of the content studied or the task to be performed.
关键词：Estratégias de aprendizagem;Educação especial;Deficiência visual;Videntes.
