What is visual processing? This is often a question I get during an IEP meeting when sharing psycho-educational results for students with Specific Learning Disabilities (SLD). As a school psychologist, it’s a term I talk about often, but I realize that is not the case for everyone. Visual processing in simplistic terms is the process of making sense of information taken in through the eyes. In other words, it’s the way a person’s brain makes sense of and interprets what they see in the world around them. Visual processing allows our students to identify what they see and then derive meaning. In most cases our brains are programmed to adequately interpret the size and orientation, perceive distance, and discriminate between similarities and differences in an object or shape. It’s when our student’s brains misinterpret this information that a problem may occur.
For student’s struggling with visual processing, it is likely that it will show up academically in spelling, mathematics, and reading. For example, the difficulties may result in recognizing previously learned information, remembering letters and numbers, difficulty discriminating between letter such as b, d, p, q, and mathematical concepts related to size, magnitude or position, and mistaking words with similar letters (i.e. eat, tea, ate). Keep in mind that for each student struggling with visual processing difficulties, the areas of need may include each of the above areas of difficulty or only some, each student’s needs will be unique and require individualized support. Additionally, be clear that visual processing is not related to poor vision or a visual impairment. Visual processing is not about how clearly one see’s, but how well the brain interprets what is seen.
For student’s struggling with visual processing, it is likely that it will show up academically in spelling, mathematics, and reading. For example, the difficulties may result in recognizing previously learned information, remembering letters and numbers, difficulty discriminating between letter such as b, d, p, q, and mathematical concepts related to size, magnitude or position, and mistaking words with similar letters (i.e. eat, tea, ate). Keep in mind that for each student struggling with visual processing difficulties, the areas of need may include each of the above areas of difficulty or only some, each student’s needs will be unique and require individualized support. Additionally, be clear that visual processing is not related to poor vision or a visual impairment. Visual processing is not about how clearly one see’s, but how well the brain interprets what is seen.
Visual discrimination is the ability of the student to discriminate dominant features of an object. This may include position or an object, shape or color. Keep in mind that visual discrimination, figure ground, and closure problems may result in a person confusing words with similar beginnings or endings and even entire words.
Spatial relationships is the ability to perceive positions of objects in relation to other objects such as figure reversals or rotations. Student with these issues have difficulty telling where objects are in space. That includes how far things are from them and from each other. It also includes objects and characters described on paper or in a spoken narrative. Student may also have a tough time reading maps and judging time.
Spatial relationships is the ability to perceive positions of objects in relation to other objects such as figure reversals or rotations. Student with these issues have difficulty telling where objects are in space. That includes how far things are from them and from each other. It also includes objects and characters described on paper or in a spoken narrative. Student may also have a tough time reading maps and judging time.
Visual figure ground is the ability to identify and object when there is a complex background or with surrounding objects. Student with this type may not be able to pull out a shape or character from its background. They may have trouble finding a specific piece of information on a page when reading.
Visual closure is the ability to identify a whole figure when pieces are missing. Students with these issues have difficulty identifying an object when only parts are visible. They may not recognize a truck if it’s missing wheels. Or a person in a drawing that is missing a facial feature. Students may also have great difficulty with spelling because they can’t recognize a word if a letter is missing.
Visual memory is the ability to recognize an item shortly after it has been removed. Students with difficulty recalling what they’ve seen may struggle with reading and spelling. They may also have trouble remembering what they’ve read and using a calculator or keyboard.
Visual closure is the ability to identify a whole figure when pieces are missing. Students with these issues have difficulty identifying an object when only parts are visible. They may not recognize a truck if it’s missing wheels. Or a person in a drawing that is missing a facial feature. Students may also have great difficulty with spelling because they can’t recognize a word if a letter is missing.
Visual memory is the ability to recognize an item shortly after it has been removed. Students with difficulty recalling what they’ve seen may struggle with reading and spelling. They may also have trouble remembering what they’ve read and using a calculator or keyboard.
Visual sequential memory is the ability to perceive and remember a sequence of objects, letters, words, and other symbols in the same order as originally seen. Students with these issues have difficulty telling the order of symbols, words or images. They may struggle to write answers on a separate sheet or skip lines when reading. They also may reverse or misread letters, numbers and words.
Visual form constancy is the ability to recognize objects as they change size, shape, or orientation. Students with difficulties in this area may struggle to recognize that a picture is the same as a real object, misperceive size, height, width, distance of an object, and be unable to recognize everyday objects when item is in a different size (i.e. scissors).
Visual form constancy is the ability to recognize objects as they change size, shape, or orientation. Students with difficulties in this area may struggle to recognize that a picture is the same as a real object, misperceive size, height, width, distance of an object, and be unable to recognize everyday objects when item is in a different size (i.e. scissors).
For strategies and resources to support students with visual processing difficulties check out:
Blog post written by:
Meka Tull, School Psychologist and Interim Director of School Partnerships
Meka Tull, School Psychologist and Interim Director of School Partnerships
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