![]() ![]() Abnormal Visual Processing as well as auditory processing disorders eventually lead directly to learning disorders in children and young adults. Ophthalmologists as well as patients must realize that with normal 20/20 eyesight interpretation of what is seen may be dysfunctional because of faulty brain processing of that which is seen by normal eyes. Visual processing is the main brain function allowing normal perception of what is being viewed. A number of neuropsychological conditions predisposing and affecting children with learning disorders will be described. What we need to do more of, and this paper explains this point well, is try to understand the different sensory impairments not alone, but together.Many children are seen by ophthalmologists because of scholastic difficulties in school initially attributed to eyesight when, in fact, the problem often is a result of a disorder of the brain processing vision. What if the combined visual and auditory maps are dynamic in the same way? Might this mean sounds can go from perceived as terrifyingly close, to not being heard, possibly from one moment to the next? This would be consistent with reports we have heard of children who have reacted severely to certain sounds. We are learning with CVI how incredibly dynamic the visual map appears to be. ![]() Many we know have a dual neurological sensory processing disability, affecting both sight and sound, some very severely, and are considered deafblind, yet with typically working eyes and hearing systems. Others may have dominant visual maps so that sight may seem good, but sounds are not processed well, leading to CAPD. Who knows what we may find - some children may have dominant sound maps, when their CVI means that their visual processing is severely affected. We are not aware of any research looking at the two processes processing simultaneously in harmony - maybe it is time there was some? The visual and sound mapping systems in the parietal lobes have been researched separately. Like the girl we knew who had to turn around to listen to someone. CVI is an impairment of vision but for many, combined visual and auditory processing conspire to make things more difficult. This paper comes from the California Deafblind Services. Our advice would be to listen to words at a slow speed (see YouTube link below for a way to do this) where the whole word is extended, and slow your speech in the same kind of way, otherwise sometimes just the vowels may be heard and important short-sounds can be said too fast and be missed, so the word cannot be learnt, which can contribute to speech and learning delays. The 'p' at the end of the word jump is very difficult to say slowly (it is called an explosive consonant, because it sort of explodes in a short burst from your mouth). This can be a bit tricky, because some sounds in words are very short - think of the word 'jump' and say it slowly. The advice notes in this paper suggest considering your rate of speech, including "not artificially over-enunciating words and syllables". This strategy, which she has learned for herself, helps to well explains the challenges of competing visual and auditory inputs. We give a short explanation of a girl we know who needed to turn her back on people to listen to them ( Not Looking to Listen). Maurice Belote, California Deafblind Services Project Coordinator We particularly like this paper because it shows an understanding of the competing challenges when there are too many stimulants: Our feeling then was that combined auditory and visual processing difficulties, rather than being two separate conditions are not separate, but are actually a broader spectrum of the same condition. We wrote a piece a while back called Cerebral Auditory Impairment specifically about the difficulties with sound processing so many people with CVI have described. So your brain comes with its own auditory equivalent of the visual dorsal and ventral streams. Your sound map is also networked with your memories, so when you hear something, you are able to know what it is or who it is (if it's a person). The sounds that are mapped are given attention, so you can select what you want to listen to - if the sounds were not mapped, you would not know where they were coming from, and it would be much more difficult to choose which sounds to listen to and which to ignore. Your sound map places the noises you hear around you in three dimensional space, so you not only know what direction they are coming from, but often also know quite accurately how far away they are coming from. What does the mapping process of sounds involve? Well, it is remarkably similar to vision. ![]()
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