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- Dr. Preeti Gurav
Occupational Therapist
 Visual Perception refers to the brain's ability to make
sense of what the eyes see.
 Why these skills are required?
They are important for many every day skills such as-
 Reading,
 Writing,
 Completing puzzles,
 Cutting,
 Drawing,
 Completing math problems,
 Dressing as well as many other skills.
All the above mentioned skills are an important part of
academic skills.
 Has trouble completing puzzles or dot to dots.
 Has difficulty planning actions in relation to objects
around him/her.
 Has difficulty with spatial concepts such as "in, out, on,
under, next to, up, down, in front of."
 Has difficulty differentiating between "b, d, p, q;"
 Reversal of numbers or letters when writing.
 Looses place on a page when reading or writing.
 Has difficulty remembering left and right.
 Forgets where to start reading.
 Has difficulty sequencing letters or numbers in words or
math problems.
 Had trouble remembering the alphabet in sequence,
 Has difficulty coping from one place to another (e.g. from
board, from book, from one side of the paper to the
other).
 Has problems in dressing (i.e. matching shoes or
socks).
 Has trouble discriminating between size of letters
and objects.
 Has trouble remembering sight words.
 Has difficulty completing partially drawn pictures or
stencils.
 Has difficulty attending to a word on a printed page
due to his/her inability to block out other words
around it.
 Has difficulty filtering out visual distractions such as
colourful bulletin boards or movement in the room in
order to attend to the task at hand.
 Has trouble sorting and organizing personal
belongings (e.g. may appear disorganised or careless
in work).
 Has difficulty with hidden picture activities or finding
a specific item in a cluttered desk.
 Academic performance
 Attention and concentration:
 Self regulation: The ability to obtain, maintain and
change one's emotion, behaviour, attention and
activity level appropriate for a task or situation in a
socially acceptable manner.
 Behaviour: May avoid or refuse to participate in
activities that require visual perceptual skills.
 Frustration increases
 Avoidance: Preference to get others to perform tasks
for them under their direction, rather than actually
doing themselves (e.g. "Daddy, draw me a house", or
"build me a rocket", with refusal to do it themselves).
 Organisation: May have difficulty keeping track of
and organising belongings.
 FORM CONSTANCY-
The ability to know that a form or
shape is the same, even if it has been
rotated, made smaller/larger, or
observed from up close or far away.
Eg:- A child must know that the word “the” is
the same whether they see it written in a text
book, on a marker board, or in a magazine
article.
 VISUAL DISCRIMINATION:-
The ability to determine differences
or similarities in objects or forms
based on size, color, shape, etc…
Eg:- Difficulties in this skill area can
make “p” look a lot like “q” or “the” look a lot
like “then”, “S” look a lot like “5”
 FIGURE GROUND PERCEPTION:-
The ability to locate something in a cluttered or
busy background. It can help a child to not lose
his/her place when reading or when copying
from the board.
Eg:- To find a AAA battery in the
junk drawer.
 VISUAL CLOSURE:-
The ability to recognize a form or object even
when the whole picture of it isn’t available.
Visual closure is important for
reading and comprehending
what we see quickly.
A child with this impairment has to study a
word or sentence carefully before they know
what it is.
 VISUAL SEQUENTIAL MEMORY
The ability to recall a sequence of objects or
forms in the correct order.
It is very important for spelling.
 VISUAL MEMORY:-
The ability to recall visual traits of a form or
object.
It is important for copying from a board or
book.
 VISUAL SPATIAL RELATIONS:-
The ability to understand the relationships of
objects within the environment.
Eg-Think of the direction, “Go put your shoes
under your desk, and then come stand in
front of the water fountain.”
 Visual cues- such as coloured dot or sticker to
show what side of the page to start writing or
reading.
 Directional arrows- direction or starting position
 Graph paper: word spacing and sizing.
 Highlight the line: encourage correct line
alignment.
 Paper copies: Provide the child what is to be
copied on a piece of paper to put on their desk,
rather than copying from the board.
 Alphabet strip: Place on the child's table that they
can refer to for correct letter formation.
 Eliminate clutter: Desk should be kept clear.
 Position desk away from distractions: Place
the child's desk in an area closer to the front
to avoid the distractions of other students.
 Eliminate visual distractions: Less distractible
environment.
 Keep worksheets clear and simple: Avoid
unnecessary decorations
 Outline boundaries:
 Break visual activities into small steps: When
working on puzzles, present one piece at a
time, and cover unneeded pieces of the
puzzle.
 Hidden pictures games in books such as "Where's
Wally".
 Picture drawing
 Dot-to-dot worksheets or puzzles.
 Review work: Encourage your child to identify
mistakes in written material.
 Memory games
 Construction-type activities such as Duplo, Lego
or other building blocks.
 Word search puzzles that require you to look for
a series of letter.
 Copy 3-D block designs
 Identify objects by touch: Place plastic letters into
a bag, and have the child identify the letter by
"feel".
Visual perceptual skills
Visual perceptual skills

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Visual perceptual skills

  • 1. - Dr. Preeti Gurav Occupational Therapist
  • 2.  Visual Perception refers to the brain's ability to make sense of what the eyes see.  Why these skills are required? They are important for many every day skills such as-  Reading,  Writing,  Completing puzzles,  Cutting,  Drawing,  Completing math problems,  Dressing as well as many other skills. All the above mentioned skills are an important part of academic skills.
  • 3.  Has trouble completing puzzles or dot to dots.  Has difficulty planning actions in relation to objects around him/her.  Has difficulty with spatial concepts such as "in, out, on, under, next to, up, down, in front of."  Has difficulty differentiating between "b, d, p, q;"  Reversal of numbers or letters when writing.  Looses place on a page when reading or writing.  Has difficulty remembering left and right.  Forgets where to start reading.  Has difficulty sequencing letters or numbers in words or math problems.  Had trouble remembering the alphabet in sequence,  Has difficulty coping from one place to another (e.g. from board, from book, from one side of the paper to the other).
  • 4.  Has problems in dressing (i.e. matching shoes or socks).  Has trouble discriminating between size of letters and objects.  Has trouble remembering sight words.  Has difficulty completing partially drawn pictures or stencils.  Has difficulty attending to a word on a printed page due to his/her inability to block out other words around it.  Has difficulty filtering out visual distractions such as colourful bulletin boards or movement in the room in order to attend to the task at hand.  Has trouble sorting and organizing personal belongings (e.g. may appear disorganised or careless in work).  Has difficulty with hidden picture activities or finding a specific item in a cluttered desk.
  • 5.  Academic performance  Attention and concentration:  Self regulation: The ability to obtain, maintain and change one's emotion, behaviour, attention and activity level appropriate for a task or situation in a socially acceptable manner.  Behaviour: May avoid or refuse to participate in activities that require visual perceptual skills.  Frustration increases  Avoidance: Preference to get others to perform tasks for them under their direction, rather than actually doing themselves (e.g. "Daddy, draw me a house", or "build me a rocket", with refusal to do it themselves).  Organisation: May have difficulty keeping track of and organising belongings.
  • 6.  FORM CONSTANCY- The ability to know that a form or shape is the same, even if it has been rotated, made smaller/larger, or observed from up close or far away. Eg:- A child must know that the word “the” is the same whether they see it written in a text book, on a marker board, or in a magazine article.
  • 7.  VISUAL DISCRIMINATION:- The ability to determine differences or similarities in objects or forms based on size, color, shape, etc… Eg:- Difficulties in this skill area can make “p” look a lot like “q” or “the” look a lot like “then”, “S” look a lot like “5”
  • 8.  FIGURE GROUND PERCEPTION:- The ability to locate something in a cluttered or busy background. It can help a child to not lose his/her place when reading or when copying from the board. Eg:- To find a AAA battery in the junk drawer.
  • 9.  VISUAL CLOSURE:- The ability to recognize a form or object even when the whole picture of it isn’t available. Visual closure is important for reading and comprehending what we see quickly. A child with this impairment has to study a word or sentence carefully before they know what it is.
  • 10.  VISUAL SEQUENTIAL MEMORY The ability to recall a sequence of objects or forms in the correct order. It is very important for spelling.
  • 11.  VISUAL MEMORY:- The ability to recall visual traits of a form or object. It is important for copying from a board or book.  VISUAL SPATIAL RELATIONS:- The ability to understand the relationships of objects within the environment. Eg-Think of the direction, “Go put your shoes under your desk, and then come stand in front of the water fountain.”
  • 12.  Visual cues- such as coloured dot or sticker to show what side of the page to start writing or reading.  Directional arrows- direction or starting position  Graph paper: word spacing and sizing.  Highlight the line: encourage correct line alignment.  Paper copies: Provide the child what is to be copied on a piece of paper to put on their desk, rather than copying from the board.  Alphabet strip: Place on the child's table that they can refer to for correct letter formation.
  • 13.  Eliminate clutter: Desk should be kept clear.  Position desk away from distractions: Place the child's desk in an area closer to the front to avoid the distractions of other students.  Eliminate visual distractions: Less distractible environment.  Keep worksheets clear and simple: Avoid unnecessary decorations  Outline boundaries:  Break visual activities into small steps: When working on puzzles, present one piece at a time, and cover unneeded pieces of the puzzle.
  • 14.  Hidden pictures games in books such as "Where's Wally".  Picture drawing  Dot-to-dot worksheets or puzzles.  Review work: Encourage your child to identify mistakes in written material.  Memory games  Construction-type activities such as Duplo, Lego or other building blocks.  Word search puzzles that require you to look for a series of letter.  Copy 3-D block designs  Identify objects by touch: Place plastic letters into a bag, and have the child identify the letter by "feel".