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Journal of Occupational Therapy, Schools, Early Intervention, 8 (4), 336-354. Lincoln, NE: Buros Institute of Mental Measurement, University of NebraskaLincoln, University of Nebraska Press. Some children may only perceive the pieces, while others are only able to see the whole. The terms, visual and auditory processing and visual and auditory perception, are often used interchangeably. Although there are many types of perception, the two most common areas of difficulty involved with a learning disability are visual and auditory perception. Since so much information in the classroom and at home is presented visually andor verbally, the child with an auditory or visual perceptual disorder can be at a disadvantage in certain situations. The following information describes these two types of disorders, their educational implications, some basic interventions and what to do if there is a suspected problem. Other terms which refer to the same set of disorders include visual or auditory perceptual disorders, visual or auditory processing deficits, central auditory processing disorders, and other similar combinations of these terms. 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. It also refers to the ability to accurately perceive objects in space with reference to other objects. Both of these subjects rely heavily on the use of symbols (letters, numbers, punctuation, math signs). Examples of how difficulty may interfere with learning are in being able to perceive words and numbers as separate units, directionality problems in reading and math, confusion of similarly shaped letters, such as bdpq. The importance of being able to perceive objects in relation to other objects is often seen in math problems. To be successful, the person must be able to associate that certain digits go together to make a single number (ie, 14), that others are single digit numbers, that the operational signs (,,x,) are distinct from the numbers, but demonstrate a relationship between them. ![]() These activities presuppose an ability and understanding of spatial relationships. Visual discrimination is vital in the recognition of common objects and symbols. Attributes which children use to identify different objects include: color, form, shape, pattern, size, and position. Visual discrimination also refers to the ability to recognize an object as distinct from its surrounding environment. One example is being able to distinguish between an nl and an Imp, where the only distinguishing feature is the number of humps in the letter. The ability to recognize distinct shapes from their background, such as objects in a picture, or letters on a chalkboard, is largely a function of visual discrimination. This is the ability to identify or recognize a symbol or object when the entire object is not visible. This difficulty can be so extreme that even a single missing facial feature (a nose, eye, mouth) could render the face unrecognizable by the child. One school of thought about this difficulty is that it is based upon an inability to integrate or synthesize visual stimuli into a recognizable whole. Another school of thought attributes this difficulty to a visual memory problem, whereby the person can not retrieve the mental representation of the object being viewed or make the connection between the mental representation and the object itself. This can obviously frustrate the learning process as what is learned on one day may not be there, or not be available to the child, the next. In cases of partial agnosia, what is learned on day one, forgotten on day two, may be remembered.
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