scholarly journals Effectiveness of a program based on Sensory Integration to reduce some of the Visual Perception Difficulties among Children with Developmental Learning Disabilities

2021 ◽  
Vol 1 (3) ◽  
pp. 67-109
Author(s):  
Nadia Abdullah Mohamed Ali ◽  
Naela Hassan Faik Mahmoud ◽  
Sara Fathy Ahmed Aborayah
Keyword(s):  
Learning Disabilities ◽  
Visual Perception ◽  
Sensory Integration ◽  
Developmental Learning

The Psychologist-Educator Views the Relationship of Vision to Reading and Related Learning Disabilities

1981 ◽  
Vol 14 (10) ◽  
pp. 565-567 ◽  
Author(s):  
Jules C. Abrams
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Visual Perception ◽  
Learning Disability ◽  
Visual Defects ◽  
Considerable Controversy ◽  
Visual Problems ◽  
Relationship Of ◽  
The Relationship

The role of visual problems in learning disability has been a source of considerable controversy for many years. One major issue in the continuing argument is the frequent confusion of labels and concepts in the visual field. It is important to view vision as a psychophysiologic mechanism and to differentiate it from a mechanistic orientation emphasizing the eyes. Most visual problems related to learning disability represent a breakdown in the ability of the eyes to function in an harmonious fashion, that is, some interference in binocular function. While visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities.

An Investigation of the Efficacy of the Frostig Program for the Development of Visual Perception

PEDIATRICS ◽  
1972 ◽  
Vol 50 (1) ◽  
pp. 154-157
Author(s):  
John S. Bishop ◽  
William F. Gayton ◽  
John E. Bassett
Keyword(s):  
Learning Disabilities ◽  
Visual Perception ◽  
Emotional Disturbance ◽  
Clinical Examination ◽  
Special Interest ◽  
Sensory Impairment ◽  
Normal Intelligence ◽  
School Subjects

In recent years there has been increased concern with those children of normal intelligence without apparent emotional disturbance or sensory impairment who manifest severe learning disabilities. Clinical examination of these children often indicates a number of significant problems including hyperactivity and marked perceptual difficulties. Of special interest to educators has been the alleged interference of the above-noted deficits with the acquisition of basic educational skills. There is some evidence to suggest that the perceptually disabled child is inferior in a number of school subjects such as reading and arithmetic with a cumulating deficit as he passes from one grade to another.

Sensory Integration and Learning Disabilities

1973 ◽  
Vol 53 (12) ◽  
pp. 1351-1351
Author(s):  
Lois M. Wellock
Keyword(s):  
Learning Disabilities ◽  
Sensory Integration

Test-Retest Reliability of the Motor-Free Visual Perception Test Revised (MVPT-R) in Children with and Without Learning Disabilities

2002 ◽  
Vol 22 (3-4) ◽  
pp. 23-36 ◽  
Author(s):  
Patricia A. Burtner ◽  
Clifford Qualls ◽  
Shannon Geisler Ortega ◽  
Cecilia Gonzales Morris ◽  
Keri Scott
Keyword(s):  
Learning Disabilities ◽  
Visual Perception ◽  
Retest Reliability ◽  
Test Retest Reliability

scholarly journals Comparative Study of the Psychological Needs between Kindergarten Children with Developmental Learning Disabilities and Normal

2015 ◽  
Vol 9 (3) ◽  
pp. 543
Author(s):  
Nawaf. M. Aldhafeeri
Keyword(s):  
Learning Disabilities ◽  
Early Detection ◽  
Significant Interaction ◽  
Psychological Needs ◽  
Kindergarten Children ◽  
Normal Children ◽  
Significant Interaction Effect ◽  
Developmental Learning ◽  
Detection Tool ◽  
Males And Females

The study aimed to identify the psychological needs (for competence, autonomy, and affiliation) with kindergarten children in Kuwait. A sample of 117 children from kindergarten (57 with developmental learning disabilities, and 60 of normal children) was selected. Two instruments were used: early detection tool and psychological needs scale. The results showed that there were significant differences (p. < 0.01) between the developmental learning disabilities and the normal children in all needs. Also, there were significant differences (p. < 0.05) between males and females in competence and autonomy needs. There were no significant differences between males and females in the affiliation need. There were significant Interaction effect between gender and the group in the autonomy need indicating that differences due to gender are not constant. 

Sign in / Sign up

Export Citation Format

Share Document