Visual Information Therapy
By uncovering the underlying learning deficits, our therapists use various therapeutic approaches and strategies to help improve visual perceptual skills, attention and memory. Not to be confused with tutoring, as it depends on the underlying problem, Visual Information Therapy does not teach an academic subject, For example, in a case where visual attention is a underlying problem, the therapy will focus on building attention skills first which will improve memory skills. A child will not be able to learn to potential if he does not have the basic skill of sustaining attention in class.
Visual Perceptual Skills
Successful handwriting requires the development of visual perceptual skills. Visual perceptual skills help children obtain and organize visual information from the environment and interpret what they see.
It is important to assess and treat any underlying binocular vision deficits before starting perceptual skills therapy as the perceptual skills training may be limited by underlying symptoms such as poor eye control and blurry or double vision.
Visual Perceptual skills include:
Visual Discrimination - ability to differentiate between objects and forms such as distinguishing similarities and differences in the formation of letters (i.e., letter reversal) or objects.
Visual Spatial Relations - ability to determine that one form or part of a form is turned in a different direction than the others, such as confusing b with d.
Form Constancy - ability to see a form and find it among other forms, although it may be in a different size or rotated, regardless of their orientation. Difficulty in this skill would make reading difficult as the child might not recognize familiar letters when presented in different styles of print (fonts, size, or color).
Visual Memory - ability to store visual details of what has been seen in the short-term memory, sometimes showing as a difficulty copying from a worksheet or chalkboard.
Sequential Memory - ability to remember a series of forms. Visual sequential memory reflects a child’s ability to recall a series or sequence of forms, such as difficulty with copying task from the board as child may copy letter by letter.
Figure Ground - ability to perceive a form and find it hidden in a busy visual background. Difficulty with sorting and organizing personal belongings may be observed or child tends to overlook the necessary details, sometimes just finding it difficult to attend.
Visual Closure - ability to look at an incomplete shape or object, and fill in the missing details in order to identify what it would be if it were complete. If worksheets or test forms are poorly photocopied, child will have difficulty making out what the print would be.
Visual Information Therapy assists children with:
By uncovering the underlying learning deficits, our therapists use various therapeutic approaches and strategies to help improve visual perceptual skills, attention and memory. Not to be confused with tutoring, as it depends on the underlying problem, Visual Information Therapy does not teach an academic subject, For example, in a case where visual attention is a underlying problem, the therapy will focus on building attention skills first which will improve memory skills. A child will not be able to learn to potential if he does not have the basic skill of sustaining attention in class.
Visual Perceptual Skills
Successful handwriting requires the development of visual perceptual skills. Visual perceptual skills help children obtain and organize visual information from the environment and interpret what they see.
It is important to assess and treat any underlying binocular vision deficits before starting perceptual skills therapy as the perceptual skills training may be limited by underlying symptoms such as poor eye control and blurry or double vision.
Visual Perceptual skills include:
Visual Discrimination - ability to differentiate between objects and forms such as distinguishing similarities and differences in the formation of letters (i.e., letter reversal) or objects.
Visual Spatial Relations - ability to determine that one form or part of a form is turned in a different direction than the others, such as confusing b with d.
Form Constancy - ability to see a form and find it among other forms, although it may be in a different size or rotated, regardless of their orientation. Difficulty in this skill would make reading difficult as the child might not recognize familiar letters when presented in different styles of print (fonts, size, or color).
Visual Memory - ability to store visual details of what has been seen in the short-term memory, sometimes showing as a difficulty copying from a worksheet or chalkboard.
Sequential Memory - ability to remember a series of forms. Visual sequential memory reflects a child’s ability to recall a series or sequence of forms, such as difficulty with copying task from the board as child may copy letter by letter.
Figure Ground - ability to perceive a form and find it hidden in a busy visual background. Difficulty with sorting and organizing personal belongings may be observed or child tends to overlook the necessary details, sometimes just finding it difficult to attend.
Visual Closure - ability to look at an incomplete shape or object, and fill in the missing details in order to identify what it would be if it were complete. If worksheets or test forms are poorly photocopied, child will have difficulty making out what the print would be.
Visual Information Therapy assists children with:
- Slow Learners
- ADHD
- Dyslexia
- Autism
- Executive functioning issues
- Visual Perceptual skills difficulties