This article explores how 11 pupils with severe visual impairment cope with reading activities in inclusive Norwegian schools. All pupils received instruction in braille and print, and used an audio-text format. Having multiple reading options provided possibilities for pupils to achieve reading skills, but also generated stress. Theories of…

The goal of this study was to identify the relationships between the learning choices made by pupils and their personal characteristics, including cognitive style (field dependence--independence), a motivational variable (feeling of self-efficacy), and a cognitive variable (task representation). The participants were 64 twelve-year-old sixth…