Picture Perception

Impaired vision can be blurred throughout the visual field or in patches or thevisual field may be very small. These different changes affect picture perceptiondifferently.

71. If an object is seen blurred (blur the slideby turning the projector front lens).

72. and the picture of it is seen blurred, it is difficultto notice that they have something in common, that the picture represents the object(blur also this slide by turning the projector front lens).

73. There are quite a number of hand made simple bookswith high contrast pictures made specifically for visually impaired children.In these books we can use both visual and tactile components. They, however, arequite expensive.

74. If an infant is severely visually impaired, onlyvisuotactile pictures on a light box can be perceived.

75. In this play situation it is rather easy to watchwhen the child depends solely on tactile information and when tactile and visualinformation are combined.


76. If the light box is used in a darkened room thecontrasts are further heightened.

77. During physiotherapy the light box can be used asreward when the child is training demanding movements and postures.

78. When reaching to the light box has been learned,it can be used as a game with a sibling.

79. Different surfaces on the light box allow the childto create patterns using knobs of different sizes and colours.

80. For a child with severe problems in balance thisplay situation offers a motivating activity to train head control, reaching for objectsand supporting on hands and arms.

81. Basic forms can be studied on the light box.

82. A special light box created in collaboration withthe Ekeskolan School in Örebro, Sweden. There are three different surfacesto demonstrate the infant or child the relationship between an object and picturesof it. On the far right is a toy frog with which child can play, in the middle thereis a raised, visuotactile, picture of the same frog and to the left there is a flatpicture that only can be perceived through vision.

83. When the child has developed understanding of picturesas representations of objects, simple pictures of objects can be used on the lightbox instead of a book.

84. Most regular videos are too fast for a visuallyimpaired child to comprehend. Also children with delays in cognitive developmenthave use for slow videos. This picture is from one such slow video called "Lilly&Gogo"depicting simple everyday activities of a small girl and a small boy.

85. In the Lilly&Gogo materials there are also dollswith which the child can play the same play situations as those seen in the video.Children who because of motor problems cannot play with the dolls can join in thesame play situations by using computer games with the same figures.

86. In the play things for children who have very littlevision, we can use bright colour surfaces to help the child to orient visually inthe story 'pictures' made for training of the little hands to use kinesthetic, tactileand haptic information in exploring.

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