Visual Perception Disabilities
Students with visual perception disabilities have trouble making sense out of what they see, not because they have poor eyesight but because their brains process visual information differently.
Children with this problem have trouble organizing, recognizing, interpreting, or remembering visual images. This means that they will have trouble understanding the written and picture symbols they need in school—letters, words, numbers, math symbols, diagrams, maps, charts, and graphs.
Because this type of visual problem is subtle, it is not often caught until the child starts having trouble in school. Visual perception skills include the ability to recognize images we have seen before and attach meaning to them, to discriminate among similar images or the words, and to separate significant figures from background details, and to recognize the same symbol in different forms. For example, children should understand that the letter D is the letter D whether it is upper or lower case, in different colors or fonts. Sequences are another important visual perception skill; a child with a visual sequencing problem may not understand the difference between the words saw and was.
Students with visual perception problems are usually slow to learn letters and numbers and often make mistakes, omissions, and reversals. They often have trouble with visual memory and visualization and may be extremely slow readers.
Children with this problem have trouble organizing, recognizing, interpreting, or remembering visual images. This means that they will have trouble understanding the written and picture symbols they need in school—letters, words, numbers, math symbols, diagrams, maps, charts, and graphs.
Because this type of visual problem is subtle, it is not often caught until the child starts having trouble in school. Visual perception skills include the ability to recognize images we have seen before and attach meaning to them, to discriminate among similar images or the words, and to separate significant figures from background details, and to recognize the same symbol in different forms. For example, children should understand that the letter D is the letter D whether it is upper or lower case, in different colors or fonts. Sequences are another important visual perception skill; a child with a visual sequencing problem may not understand the difference between the words saw and was.
Students with visual perception problems are usually slow to learn letters and numbers and often make mistakes, omissions, and reversals. They often have trouble with visual memory and visualization and may be extremely slow readers.
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