Cognitive-Structural Theories

HOW DO I MAKE DECISIONS ABOUT WHAT IS
TRUE, CORRECT, AND RIGHT?    

     This is the critical question when it comes to cognitive-structural theories.  These theories deal with issues or concerns that do not have a clear right or wrong answer.  In addition, the emphasis is on the way people think about what is true, correct, and right, not necessarily what they think.  The movement through cognitive-structural models is sequential and hierarchical, meaning that the structure of thinking becomes increasingly more complex.  I decided to further explore how being a white male, with visual impairments might impact an individual's intellectual development.  The student that I talked to via phone mentioned that it was difficult for him to leave home, but that he knew it was time to go away from being under the direct care of his parents and biggest advocates.  I wonder if students with visual impairments are slower to move away from the early stages of cognitive development?  At this early stage, individuals rely on authority figures as a primary source of knowledge and see things as either right or wrong.  They also consider knowledge something that is received from others and not created or constructed by self.  As a student who is visually impaired, I wonder if you tend to rely more on authority figures such as your parents or if, instead, you look to break away from them and begin to seek knowledge from peers sooner than your peers who are not visually impaired?  Because students with visual impairments realize that they have their own unique needs, I tend to think that they may be more complex thinkers, considering others' opinions, but also expressing confidence in their own opinions and the need to support their ideas with evidence.       
     Thinking back to my phone conversation, the student with visual impairments seemed to be in a stage of relativism, where he was able to articulate his values and supported his thoughts and opinions.  What is difficult to determine is how much his disability plays a role in his cognitive development.  I think the degree to which a disability, such as a visual impairment, impacts intellectual development depends upon the individual.  What I glean from this is the importance of considering all aspects of a person's identity.  A white male student with a visual impairment is not just white, only male or simply visually impaired.  He is all of these things intertwined.  When looking at how a person makes decisions about what is true, correct, and right, he or she will likely share how they come to such decisions, thus giving insight into what aspects of their identity are influencing their cognitive development.