This difficulty can be so extreme that even a single missing facial feature (a nose, eye, mouth) could render the face unrecognizable by the child. This is the ability to identify or recognize a symbol or object when the entire object is not visible.ĭifficulties in visual closure can be seen in such school activities as when the young child is asked to identify, or complete a drawing of, a human face. Visual closure is often considered to be a function of visual discrimination. The ability to recognize distinct shapes from their background, such as objects in a picture, or letters on a chalkboard, is largely a function of visual discrimination. One example is being able to distinguish between an /nl and an Imp, where the only distinguishing feature is the number of humps in the letter.
In terms of reading and mathematics, visual discrimination difficulties can interfere with the ability to accurately identify symbols, gain information from pictures, charts, or graphs, or be able to use visually presented material in a productive way. Visual discrimination also refers to the ability to recognize an object as distinct from its surrounding environment. Attributes which children use to identify different objects include: color, form, shape, pattern, size, and position. Visual discrimination is vital in the recognition of common objects and symbols. This is the ability to differentiate objects based on their individual characteristics. These activities presuppose an ability and understanding of spatial relationships. The only cues to such math problems are the spacing and order between the symbols. To be successful, the person must be able to associate that certain digits go together to make a single number (ie, 14), that others are single digit numbers, that the operational signs (+„x,=) are distinct from the numbers, but demonstrate a relationship between them. The importance of being able to perceive objects in relation to other objects is often seen in math problems. Examples of how difficulty may interfere with learning are in being able to perceive words and numbers as separate units, directionality problems in reading and math, confusion of similarly shaped letters, such as b/d/p/q. Both of these subjects rely heavily on the use of symbols (letters, numbers, punctuation, math signs). Reading and math are two subjects where accurate perception and understanding of spatial relationships are very important. It also refers to the ability to accurately perceive objects in space with reference to other objects. This refers to the position of objects in space. Common areas of difficulty and some educational implications: Spatial relation Difficulties with visual processing affect how visual information is interpreted, or processed by the brain. This is different from problems involving sight or sharpness of vision. Visual processing disorder What is it?Ī visual processing, or perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes. Other terms which refer to the same set of disorders include visual or auditory perceptual disorders, visual or auditory processing deficits, central auditory processing disorders, and other similar combinations of these terms. The following information describes these two types of disorders, their educational implications, some basic interventions and what to do if there is a suspected problem.įor the sake of consistency, the terms used in this packet are visual processing disorder and auditory processing disorder. Since so much information in the classroom and at home is presented visually and/or verbally, the child with an auditory or visual perceptual disorder can be at a disadvantage in certain situations. Although there are many types of perception, the two most common areas of difficulty involved with a learning disability are visual and auditory perception. The terms, “visual and auditory processing” and “visual and auditory perception”, are often used interchangeably. Visual and auditory processing are the processes of recognizing and interpreting information taken in through the senses of sight and sound.
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