VISUAL PROCESSING DISORDERS AND DYSLEXIA

Visual processing disorders, which are NOT related to the ability to see clearly, involve difficulties understanding visual information such as movement, spatial relationships, form, or direction. Visual processing disorders, together with auditory processing disorders, frequently result in dyslexia or academic delays.

Spatial relations

The ability to perceive the location of objects in relationship to other objects is a critical skill in reading, math, and handwriting, where a child must be able to recognize the different symbols, perceive their direction, tell the difference between similar shapes, and determine where these are located in relationship to each other. Iindividuals who have difficulty with spatial relationships may seem unusually clumsy or accident prone, may have difficulty reading or may refuse to read, or may have poor handwriting (dysgraphia).

Visual discrimination

Visual discrimination allows us to tell the difference between similar objects, tell where one object ends and another begins, and to recognize objects and symbols when only part of it can be seen (or when it is fuzzy). Individuals who have visual discrimination disorders often mix up letters or numbers and have difficulty reading or scanning pictures for information.

Visual memory

Visual memory is a critical part of academic skills. It allows us to recognize objects and to remember letters, numbers, symbols, words, and pictures. In cases of partial visual agnosia (visual access problems), what is learned on day one, "forgotten" on day two, may be remembered again without difficulty, on day three.

Visual integration

Some individuals have difficulty perceiving or integrating the relationship between an object or symbol in its entirety and the component parts which make it up. Some children may only perceive the pieces, while others are only able to see the whole. Children with a visual integration disorder will have difficulty learning to read (dyslexia) and recognizing symbols.

Visual pursuit and tracking

The ability to track moving objects while seated or standing, and the ability to keep a stable visual image when the head or eyes are in motion is part of the ocular-vestibular system. Individuals who have visual pursuit disorders have difficulty watching moving objects (e.g. on videos or computer programs), difficulty copying from the board, and difficulty reading.

INTERVENTIONS

A successful intervention must be based on identifying the specific types of visual processing problems that exist. Since each activity is designed to address a specific processing problem, interventions must be designed for a specific individual based on standardized test results. Typically, interventions involve daily eye exercises, work with specific computer programs, physical games and activities, and academic accomodations. Some individuals may require referral to an optometrist who specializes in visual processing disorders for further evaluation or a prism lens prescriptions.

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