Visual Processing Disorder Training Strategies and Coping Skills

Dyslexic children are unable to process what they see and hear. This does not mean their vision is impaired or that their hearing is impaired - it is the inability to interpret what they see and hear.
The visual cortex is an area on the left hemisphere of the brain. It is the center for processing vision and Wernicks area is responsible for processing sound impulses.
Dyslexic children who have impairment in these areas have difficulty in processing visual and auditory symbols and sounds into understandable words. They are deemed dyslexic.
 Visual processing disorder trainingfor tutors involves recognizing the following:

• Inability to differentiate between letters that look very similar, like d and b, p and q
• Inability to perceive the difference between single and double digit numbers
• And the lack of ability to tell the difference between signs and symbols
• To distinguish circles from squares

Visually impaired learners process information through pictures - they recall images rather than words. Here, the child is trained to tell the difference between objects with a focus on the characteristics of different objects. Discrimination is the foundation for recognizing common letters and objects.
This principle is used in processing mathematical symbols like +, - , *, / and to differentiate them correctly.
The next step is integrating neuro-motor skills with visual data to guide the child in recognizing spatial relationships. Motor movement coordination is used to guide the child's writing ability and organization skills. Whilst the child's auditory skills remain intact, tutors can use this to their advantage by employing a phonetic system to train them.