The Cycle of Internalized Learning (CIL) program for the education and empowerment of students: Students with visual impairments as a case study

Itay Hess

doi:10.1921/jpts.v16i3.1135

Authors

Itay Hess Levinsky College of Education

DOI:

https://doi.org/10.1921/jpts.v16i3.1135

Abstract

The paper describes the participation of students with visual impairments (VI) and blindness in the ‘Cycle of Internalized Learning ‘ (CIL) program, and reports on the follow along study that accompanied the program. The CIL is a teaching program based on a constructivist approach that focus on learning based on authentic and relevant issues conducted in-group interactions. The research question w as- will participants’ reports following CIL specially design program indicate a process of empowerment? The study used qualitative methodology highlighting participants’ own voices. The research tool was the students’ personal logbooks. Nine students with VI and blindness, aged 24-35, studying in universities and colleges in Israel participated voluntarily in 14 meetings of 4 hours each during the semester. Analysis of students’ logbooks revealed that the program influenced both social and personal dimensions in students’ life, enhancing their social coping competences. The findings of this study demonstrate the potential benefit of this program for more learners, with or without disabilities

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