Visual Processing Disorder Research Paper

Visuospatial skills-problems judging distance or seeing objects in three dimensions; navigating stairs or parking become much harder.

Children who have visual impairment usually have some vision; this can vary from each child. Some children may be able to see outlines of objects while others may only be able to tell the difference between light and dark. If a child has vision problems this nearly always initially delays their physical development. Their gross and fine motor skills would be affected because they would be unable to be as adventurous as children with good vision. Fine motor skills may not be in line with other children as the child would find it hard to do tasks that require precision such as threading beads or colouring a picture. Cognitive and language skills would also be affected, even if the child was able to read it would take longer to learn especially if it involved using braille. With the right interventions in place there is no reason why a child with visual impairment would not be able to catch up with their peers.

Different disabilities may affect development in different ways. However, with support from teachers and parents, these affects can be minimalised. A learning disability such as Dyslexia (a common type of learning difficulty that can cause problems with reading, writing and spelling) could lead to a child becoming frustrated which could further lead to behavioural issues. Moreover, without assistance, Dyslexia will allow for the child to become unmotivated and prove to be a hindrance to them as they look to strive in later life. Physical disabilities such as Cerebral Palsy (a neurological condition that effects movement and coordination) will affect development as children will have difficulties communicating, eating and drinking and with their

A child with learning problems may be many developmental years behind their peers, this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. They may find it especially hard to interact with children of the same age or stay interested in conversation. They may also need to have one-to-one lessons at school to help educate them as they may not be at the same cognitive stage as peers. This may leave them feeling left out.

Vision may impact on a child’s life when they are going though their development but not much as they could wear Glasses or contacts and the only time it would cases a problem is if the child brakes, looses, forgets to bring them with the child or forgets to puts them in their eyes.

Preschool students experience delays in learning to speak, difficulty with rhyming, pronouncing words and adding new vocabulary words, poor auditory memory, inability to recall the right word, trouble remembering letters and numbers, and a dislike for print or reading. Kindergarten and First grade students face difficulty with syllables, identifying and manipulating sounds in words, decoding, spelling words the way they sound and/or remembering letter sequences in sight words. In addition to many of the problems that preschool- first grade students endure, second and third grade students experience also experience difficulty recalling letter patterns in reading, connecting speech sounds with appropriate letter or letter combinations, decoding unfamiliar words and written expression, and they heavily rely on picture clues, or guess at words while reading. Fourth through sixth grade students exhibit the same behaviors

The Diagnostic Criteria for learning disabilities (according to the DSM V) is a specific learning disorder which is diagnosed through an examination of the child’s developmental, educational, medical and responses of various interventions that have been tried. The diagnosis is a constant difficulty in reading, writing, and arithmetic during the years of schooling. Symptoms can include imprecise or slow reading, writing that lacks clarity and content, and difficulty remembering mathematical reason and number facts. The academic level must be significantly below average in all areas; and the child’s difficulties cannot be explained by any other disorders and it has to interfere greatly with academic achievement, performance and daily living.

In the last two decades, doctors and psychologists have gained the ability to diagnose specific disorders in children due to advancements in research studies and technology. One of the major classification of disorders that affect children in middle childhood are learning disabilities. Learning disabilities are a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Speech disorders, Physical disabilities, and Social and Emotional disorders are all types of disorders that can affect and disrupt a child’s ability to learn and acquire new knowledge and skills. A child is considered to have a learning disability when they perform below the expected level of intelligence for their age and there is no evidence of other mental or physical handicaps, such as vision or hearing problems, intellectual disability, or socioeconomic disadvantage. Children with learning disabilities can all exhibit different types of symptoms and repercussions such as problems with math, reading, and writing, articulating speech and understanding spoken language, and motor coordination. For most kids with learning disabilities, these problems can last through adulthood. Fortunately, with early recognition and proper treatment, many individuals can learn and acquire the tools and knowledge to overcome or compensate for their disability. Two of the most common learning disabilities in middle childhood that affect the child inside and outside of the

1. Student’s need certain skills to gain information in the classroom setting. “Students who experience difficulty with reading have difficulty gaining information, and with accommodations, and modifications, they are unable to access the general education curriculum” (Beard, Carpenter & Johnston, 2011, p. 73). Therefore, teachers must work diligently to ensure that the proper accommodations and modifications are met in classroom so that the student is successful.

With regard to Types and causes of communication disorders, Lindsay, Dockrell, Law and Peacey (2010) indicate that each child may experience different symptoms. Children with communication disorders may may have a few vocabulary for their age or may not speak at all. Some of them have difficulty understanding simple directions or are unable to name objects. Most children with communication disorders are able to speak by the time they enter school, however, they continue to have problems with communication. School-aged children often have problems understanding and formulating words. when they become older they may have more difficulty with understanding or expressing abstract ideas. The symptoms of communication disorders may be similar to

Another cause could be orthographic coding. This helps to store unfamiliar written words in the working memory (Patino, 2014). This may cause them to have a hard time writing in print or write a letter or a word. A child can also have attention- deficit disorder (ADHA) with dysgraphia. Children with this kind of dysgraphia may respond to a combination of handwriting instructions plus medication. As it was stated “appropriate diagnosis of ADHD by a qualified professional and monitoring of response to both instruction and medication are needed” (Wright &Wright, 1998). You cannot diagnose ADHD only a professional can. Dysgraphia is diagnosed often when the child is in early elementary school. Sometime the signs don’t show up until middle school or later. Wright had written that “Dysgraphia is typically identified by licensed psychologists (including school psychologists) who specialize in learning disabilities”. Having it diagnose properly then the teacher will be able to make the correct accommodations in the classroom for the

Of the three previously mentioned diseases, Dyslexia impairs a person’s ability to read, write, and spell (NINDS 2003). Although they are of normal intelligence, their reading level is below average. They will usually have “trouble with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding.” (NINDS 2003). Children with dyslexia complain they cannot read their textbooks, do not have enough time to finish tests, cannot take notes, and are unable to read their own handwriting (GVSU 2000). Dyslexia does not affect every person the same way, and signs of the disorder may not be prevalent until later, when grammar and more in-depth writing skills are introduced. Dyslexia can also create a difficulty in processing vocabulary and thoughts correctly when speaking, and understanding what one says when they are spoken to. Dysgraphia is another neurological disorder that focuses on writing. When a child with this disorder is first introduced to writing, they will make unnecessary spaces between their letters, and some letters will be

Such disorders may affect an individual's ability to think, listen, speak, read, or write. The need for individualized instruction, repetition, and face to face interaction is necessary for improvement.

There is a common misconception regarding learning disabilities. According to the National Center for Learning Disabilities (2010), this condition actually consists of a number of learning challenges which interfere with processing information, such as:

Perception disorders are frustrating and debilitating for the individual. We have experienced a higher than usual number of people with Cerebral Palsy, Tourette’s syndrome, Obsessive-Compulsive Disorder, and Parkinson’s disease. I had a patient who suffers from Huntington’s disease and all four of his children inherited this disease.