Visual+Processing+Disorder

Also known as Visual Perception Disorder or VPD, refers to a child’s limited ability to make sense of information taken in through the eyes. Difficulties with visual processing affect how visual information is interpreted or processed. This is different from problems involving sight or sharpness of vision. A child with visual processing problems may have accurate vision but may have difficulties discriminating foreground from background, forms, size, and position in space. The person may be unable to synthesize and analyse visually presented information accurately or fast enough. ** Visual Processing Assessment ** A Behavioral Optometrist or Occupational Therapist carries out assessment for Visual Processing Disorder. It is important that the assessment identifies the specific dysfunction/characteristic that can then be addressed by a combination of the most effective interventions. Since each assessment activity is designed to address a specific processing problem, interventions must be designed for a specific individual based on standardised test results in conjunction with parents and teachers. Typically, interventions involve daily eye exercises, work with specific computer programs, Neurotherapy, physical games and activities, and academic adjustments. 75% of all classroom learning is visual so it is important for teachers to work with other professionals to develop specific, individual strategies that will assist a child with VPD. ** Frequency of occurrence ** VPD is most frequently diagnosed in the early to middle years of primary school, and it not gender discriminating. However, it is common for many children go undiagnosed for the duration of their education.
 * Description **

** Classroom environment strategies ** __ Reading __ Enlarged print for books, papers, worksheets or other materials which the child is expected to use can often make tasks much more manageable. Some are limited commercially available resources; other materials will need to be enlarged using a photocopier or computer, when possible. The main importance is to help a child keep focused and not become overwhelmed when using printed information. For many children, a ‘window’ made from cutting a rectangle in an index card helps keep the relevant numbers, words, sentences, etc. in clear focus while blocking out much of the peripheral material which can become distracting. As the child's tracking improves, the prompt can be reduced. For example, after a period of time, the ‘window’ can be replaced with a ruler or other straightedge, thus increasing the task demands while still providing additional structure. This can then be reduced to, having the child point to the word s/he is reading with only a finger. __ Writing __ Adding more structure to the paper a child is using can often help him/her use the paper more effectively. For example, lines can be made darker and more distinct. Paper with raised lines to provide kinesthetic feedback is available. Worksheets can be simplified in their structure and the amount of material, which is contained per worksheet, can be controlled. Using paper, which is divided, into large and distinct sections can often help with math problems. __ Teaching Style __ Being aware and monitoring progress of the child's skills and abilities will help dictate what accommodations in classroom structure and/or materials are appropriate and feasible. In addition, the teacher can help by ensuring the child is never relying solely on an area of weakness, unless that is the specific purpose of the activity. For example, if the teacher is referring to writing on a chalkboard or chart paper, s/he can read aloud what is being read or written, providing an additional means for obtaining the information. Making sure the learning environment is being catered for in terms of different multiple intelligences whilst providing the opportunity for rich tasks will allow for children with VPD to feel involved and secure in the processing of working amongst their peers and not solely focusing on reading and writing in which they find the most challenging part of being in the classroom. The universal rule, for children exhibiting difficulties with visual processing disorders is to give them lots of breaks. Never allow them to become overly fatigued from visual tasks. ** Learning strengths ** The very best visual processing strategies are those that the child chooses for himself. Take note of where the child places their book to read, if it is not straight in front of them or is tilted at an angle, take this as a sign that they is having difficulty, and leave the book where he places it. Very often teachers and parents fret over what to do next. It is heartily recommended that you consult with the child. The child knows best what they are experiencing, and can figure ways to modify the situation for themselves. Offer work with two sizes of print and ask which is preferred. Sometimes color plays a role in vision, ask what colour paper they prefer to work on. ** Useful resources ** To establish a framework for understanding, each chapter begins with scientific theories used to develop the activities. The easy-to-follow activity forms are then presented, along with numerous illustrations that help develop ocular motor and visual perceptual skills. The forms are divided into as many as five levels of difficulty so both children and teenagers can benefit from each activity. Includes more than 800 activities and 187 illustrations on 160 pages of tasks and games that are developmentally sequenced to promote learning and ensure success. It also includes reproducible gross motor, fine motor, and oculomotor activity charts, illustrated directions to construct low-cost materials and equipment and CD-ROM to print your own resources. ** Characteristics/dysfunctions ** __ Visual closure __ The ability to know what an object is when only parts of it are visible. This difficulty can be so extreme that even a single missing facial feature (a nose, eye, mouth) could render the face unrecognisable by the child. // Helpful Individual Strategies // __ Visual ____ memory __ Difficulty recognising objects and remembering letters, numbers, symbols, words, and pictures. // Helpful Individual Strategies // __ Visual-Spatial relationships __ The ability to perceive the location of objects in relationship to other objects and relationships to each other. For example; near/far and family/social relationships such as siblings/cousins/friends. Children may seem clumsy or accident-prone due to their inability to perceive the distance between objects. // Helpful Individual Strategies // __ Form discrimination __ The ability to perceive the shapes of objects and pictures. For example, the differentiation of the shape of a circle from a square or the letter ‘b’ from ‘d’. The learning of the letters of the alphabet, syllables, and words will undoubtedly be impeded if there is difficulty in perceiving the form of the letters, syllables, and words. // Helpful Individual Strategies // __ Visual ____ discrimination __ Difficulty telling the difference between similar objects, tell where one object ends and another begins, and to recognise objects and symbols when only part of it can be seen (or when it is fuzzy). Children may often mix up letters or numbers and have difficulty reading or scanning pictures for information. // Helpful Individual Strategies // __ 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 recognising symbols. // Helpful Individual Strategies // __ Visual ____ pursuitandtracking __ 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. Children may have difficulty watching moving objects (e.g. TV or computer screens), difficulty copying from the board, and difficulty reading. // Helpful Individual Strategies // ** References **
 * // Recognising a picture of a familiar object from its partial image (eg. A truck without its wheels). //
 * // Identifying a word with a missing letter. //
 * // Use spelling rules. (eg. ‘w rules’) //
 * // Using picture cards together with words. //
 * // Practice estimating distance with ball games and a tape measure. //
 * // Practice social skills that focus on judging appropriate social proximity to others. //
 * // Clearly space words/problems on a page for the child. //
 * // Anticipate confusions and point out examples of correct responses. //
 * // Practice with ‘find the item’ challenges, such as ‘Where’s Wally?’ //
 * // Use an index card or marker to blot out distraction of other words, or highlight important words. //
 * // Encourage children to write on lined paper with appropriate spacing. //
 * // Colour coding. //
 * // Ensure students are seated appropriately with full view of teacher/board/computer. //
 * // Allow for more oral and rich tasks where being seated for long periods is kept to a minimum. //
 * Erhardt, R. P. (2011). The Visual-Perceptual-Motor Activities Collection. Maplewood, MN: Erhardt Developmental Products.
 * Gastone, C. (2005) Disorder of Visual Processing: Volume 5 Handbook of clinical neurophysiology. USA: Elsevier.
 * Hickman, L., & Hutchins, R. (2004) //Seeing clearly: Fun activities for improving visual skills.// Las Vegas: Sensory Resources.
 * Lane, K. (2005) Developing Ocular Motor and Visual Perceptual Skills. USA: Slack Incorporated.
 * Lerner, J. (1989) Learning Disabilities: Theories. Diagnosis. and Teaching Strategies. 6th edition. Boston, MA: Houghton Mifflin.