Visual processing, or perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes. This is different from problems involving sight or sharpness of vision. Difficulties with visual processing affect how visual information is interpreted or processed by the brain.
*These issues often mean underachievement in mathematics, often accompanied by anxiety and avoidance. More likely to impact math in high school (geometry, trigonometry)
Educational Implications:
Visual Discrimination. Using the sense of sight to notice and compare the features/characteristics of different items to distinguish one item from another.
misunderstanding or confusing written symbols (+, x, /, &)
problems differentiating colors or similarly shaped letters and numbers (example: b/d; p/ q; 6/9; 2/5).
difficulty recognizing patterns: attributes, ie. color, form, shape, pattern, size, and position.
trouble gaining (and presenting) information from (to) charts, or pictures.
difficulty with one-to-one correspondence.
Visual-Spatial Relation. This refers to the position of objects in space. Spatial relationships refer to a student’s understanding of how objects and people move in relation to each other. It also refers to the ability to accurately perceive objects in space with reference to other objects.
trouble perceiving words and numbers as separate units.
difficulty with more or less
trouble putting the number/line under or over
Visual Sequencing. The ability to see and distinguish the order of symbols, words, or images. For example, writing within margins or on lines or aligning numbers in math problems, or organizing and solving math problems. Difficulty with spelling (orthographic processing).
skip lines or read the same line over and over.
Visual-Motor Processing. Using feedback from the eyes to coordinate the movement of other parts of the body.
trouble copying from the board (far point) or books (near point)
trouble accurately identifying information from pictures, charts, graphs, maps, etc.
writing within the margin
troubling lining up numbers in math problems
bump into objects while they walk.
Teaching Supports:
Large print for books, paper, worksheets, or other materials.
Reduce extraneous visual distractions by highlighting the target stimulus. Use a reading “window” or highlighting strip to block out distracting material. Technology accessibility tools: highlighting extension, closed caption
Provide visual markers to guide the student.
Writing paper with highlighted or darkened lines or raised lines.
Highlight margins and use paper with wider lines during writing tasks.
Fold paper to bring focus to one section of the worksheet.
Explicitly teach subitizing and one-to-one correspondence.
Use post-its, manipulatives, multisensory to solve problems.
Use graph paper or lined paper turned sideways to assist with number alignment when doing math problems.
Daily work and assignments will be highlighted by an adult to support the student’s visual support and working memory deficit. This highlighting will consist of eliminating wrong answers and or reducing the field of answers on a matching test.
Repeat directions orally. Be clear and concise. Avoid relying on visual models only.
Assist the student in organizing by providing a box for tools, and pocket folders color-coded by subjects.
Provide hands-on, concrete experiences, and manipulatives when practicing an abstract visual concept.
Note-taking accommodations may include but are not limited to sketch notes, skeleton/guided notes, and recorded lectures.
Check for comprehension frequently. Ask the student to retell directions or information from the teacher.
Use reference checklists and anchor charts.
Provide visual cues paired with verbal information.
Play visual memory games to help develop visual processing deficits.
Teach children to verbalize visual info to store it/ remember it.