WHAT TO EXPECT

  • Part 1: Eye hand Coordination, Ocular-Motor skills, Visual Motor skill and Visual Perceptual Skills

  • Part 2: Postural Background Movements, Gross and Fine Motor Skills

  • Part3: Attention and Auditory Language (with guest speaker Candice Stone, Speech Pathologist)

Eye hand Coordination, Ocular Motor, Visual Motor and Visual Perceptual Skills


A Story about a child with Visual Perceptual and Ocular Motor deficits

 

Imagine watching an old home movie where the camera man was walking around without any stabalisers on the camers, and the image jumped around on the screen, scene changes were rapid and unexpected and he spanned too quickly around the space. You would have to concentrate really hard, may become irritated and struggle to focus your gaze. This is what some children feel when they are walking through the school playground without a visual stable field, when they look from the board to their books and cannot accommodate their visual quickly, or if there are people walking past them and they cant scan them quickly enough and they are a blur (Ayres, 1979)

Postural Background Movements, Gross and Fine Motor skills


Attention and Auditory Language

with guest presenter Candice Stone, Speech Pathologist

Whats its like to have an auditory processing difficulty:

Imagine sitting in a noisy restaurant at a table with your work colleagues. You are at the end of the table and there is a lot of background noise from other tables, waiters banging dishes, potentially kitchen noise etc. The rest of the table to laughing at something that was said by someone in the middle of the table but you cant join in as you didn’t catch all of what was said. You feel left out, especially as the group move on to a related story and you cant catch up”.

This is what children may experience in a classroom when they are trying to listen to their teacher but the background noise, makes it difficult to hear. They may need to look around at what other learners are doing to get an idea as to what the instruction may have been. The child may feel unsettled or triggered by repeated incidences of this. Especially if they don't ask for help which would alert the educator that assistance is needed (Ayres, 1979).