Vision And Learning

Jayanta Bhattacharjee
 Facts About Vision
 Vision is a complicated entity
involving 20 visual abilities and more
than 65% of all pathways to the brain
 the visual system is significant part of
how we process information and a key
factor of how we learn
 Facts About Vision
 Poor visual skills can lead to
difficulties with reading, learning,
overall school performance and even
sports
 Statistics
 25% of all children have a vision
problem significant enough to affect
their performance in school

 One out of four children has some

sort of learning problem in school
 Statistics
 75-90% of learning in classroom
occurs through the visual system

 80% of the children who are reading

disabled show a deficiency in one or
more basic visual skills
 Potential Reasons For Vision And
Learning Related Problems
 Children of low birth weight- not
necessarily premature
 Poor parental care and lifestyle
(smoking, drinking,etc during
pregnancy)
 Family history of learning disabilities
 Poverty
 Potential Reasons For Vision And
Learning Related Problems
 Malnutrition
 Premature birth
 Complication like (Preeclampsia,
systemic infections, medications,
obstetrical trauma, toxemia, hypoxia,
anesthetics at birth) during pregnancy
 Common symptoms
 Read below grade level
 Have trouble while comprehending
 Avoid reading or other close-up
work
 Omit, turn around or confuse words
when reading
 Lose their place or use fingers to
follow a line of print
 Common symptoms
 Become easily distracted, finding it
difficult to remain on task
 Have a short attention span
 Need a lot of breaks during home
work
 Tire quickly when they read
 Suffer from eyestrain
 Common symptoms
 Have red or watery eyes when
reading
 Have difficulty copying from board
 Reverse letters and numbers
 Fail to complete assignments on
time
 Lazy/unmotivated at school
 Common symptoms
 Complain of blurred, double,
moving print
 Squint, frown, rub eyes while
reading
 hold books too closely
 Tilting of head on reading
 Cover an eye while reading
 Common symptoms
 Complain of headaches
 Poor eye hand coordination
 poor handwriting
 Looks awkward and clumsy
 Have difficulty catching or hitting
ball
Visual Development Scale
 0 to 4 months- has some degree of
fixation
 1 month- beginning of binocular
coordination
 3 months- improving visual acuity
and binocular vision
Visual Development Scale
 Birth- has some degree of fixation
 1 month- beginning of binocular
coordination
 3 months- improving visual acuity
and binocular vision
Visual Development Scale
 4 months- displays accommodative
flexibility
 5 months- develops eye-hand
coordination
 6 months- both eyes hold fixation,
converges equally
 Visual Skills
Tracking or Oculomotor
dysfunction
 Includes pursuit or saccadic eye
movement deficit
 Difficulty in moving their eyes
accurately
 Eyes get fatigued very fast
 Visual Skills
Accomodation
 Ability to see clearly at close
distances is absent
 This skill helps to maintain clear
sharp images for extended periods
of time
 It also includes the ability to quickly
shift focus
 Visual Skills
Gross motor eye-body coordination
 The efficient visual input to the

body’s relationship with its

surrounding space
 this skill allows the children to use

their visual systems to monitor their

body against the gravitational forces
on both sides
 Visual Skills
Fine Motor Eye-Hand Coordination
 The children must be able to

coordinate the hand along with the

movement of the hand
 Children lacking the skill have poor

handwriting and concentration

 Visual Skills
Letter Reversal
 A sign of dyslexia if present after
age seven
 Cause being lack of visual
development
 Visual Perception
Visual discrimination
 The ability to determine exact
characteristics and distinctive
features among similar objects or
forms
 Helps to differentiate similarly
spelled words like was/saw,
then/when, on/one, run/ran
 Visual Perception
Visual Memory
 Ability to remember or recall the
details of a given object
 helps to remember what they read
 Helps in adequate processing of
information in both short and long
term memory
 Visual Perception
Visual Spatial Relations
 Ability to distinguish differences
among similar objects or forms
 This area is closely related to
problem solving and conceptual
skills
 Visual Perception
Visual Sequential Memory
 Ability to remember forms or
characters in correct order
 Important to understand spelling
 Helps to recognize and remember
patterns
 Visual Perception
Visual form Constancy
 Ability to mentally manipulate
forms and visualize the resulting
outcomes
 Helps distinguish differences in
size, shape, and orientation
 Visual Perception
Visual Closure
 Ability to visualize a complete whole
when given incomplete information
 Helps to read and comprehend
quickly
 Helps predict the outcomes
 Visual Perception
Visual Figure Ground
 Ability to perceive and locate a form
or object within a busy field with
much stimuli
 Helps to prevent children from
getting lost
 Dyslexia
 A learning disability wherein the
individual experiences difficulty
with written symbol
 It is 4%-13% hereditary
 They confuse letters like b and d
 Children unable to master reading
writing and arithmetic become
dyslexic, dysgraphic and discalculic
 Dyslexia
Signs:
 Delayed speech

 Mixing up sounds

 Inability to rhyme

 Lack of dominant handedness

 Difficulty learning names

 Dysgraphia
Signs:
 Write short sentences

 Long time to write

 Poor mastery of punctuation

 illegible handwriting

 errors in written work

 Dyscalculia
Signs:
 Confuse north, south, east and west

 Difficulty learning left, right, up,

down etc
 Left- right confusion
 Careers For Dyslexic
Patients
 Architecture
 Interior designing
 Marketing and Sales
 Culinary arts
 Graphic arts
 Challenging Tasks

 Writing capital cursive letters

 Doing long division
 Tying shoelaces
 Multiplication Tables
 science Facts ( water boils at 100
degree centigrade )
 Challenging Tasks

 Telling time using clock with hands

 Knowing months of the year in
sequence
 Remembering school hours
 estimating the time a task requires
 Addition and sustraction
 Understanding fractions
 Attention Deficit
Disorder
 Organic problem, characterized by
the inability to sustain focused
attention
 Two major types:
 - ADD with hyperactivity
 - ADD without hyperactivity
 Attention Deficit
Disorder
 Distractability
 Inattention
 Free Flight of ideas
 Impulsive
 Moodiness
 Instability
 Hot Tempered
 Attention Deficit
Disorder
 With hyperactivity
 Can’t sit still
 Poor impulse control
 Have frequent temper outputs
THANK YOU