Visual Literacy and Special Education

1. Visual Literacy and Special Education

2. Specific Learning Disabilities at Rush • Dyslexia • Auditory Processing • Long and Short Term Memory Deficits • Long and Short Term Retrieval Deficits • Processing Speed More often than not, there are usually multiple disabilities present

3. Dyslexia • Slow reading rate • Difficulty/Inability to read new words • Poor comprehension and retention of reading material • Difficulty/Inability to perform any task in which reading is an essential component (such as reading textbooks, articles, exams, notes etc.) • Difficulty/Inability to interpret charts, graphs, and other visual aids

4. Short and Long Term Memory Deficits • Inconsistent when learning new information/facts (might remember one day and not the next) • Difficulty/inability to • Remember rote facts • remember steps, in sequential order • retain information and/or concepts long enough to understand • remember problems and retain numerical information (such as - multiplication tables, dates, etc.) • follow directions, take notes, and answer oral questions

5. Short and Long Term Retrieval Deficits Difficulty/Inability to: • repeat back auditory information immediately after hearing the information • re- create visual information immediately after presentation of the information • remember directions long enough to complete tasks • retrieve information read at the beginning of a reading assignment (even reading assignments as short as a math word problem) • retrieve information long enough to take notes on the subject being presented • process and recall information through associations (events, related ideas and concepts and names) • recall information on tests • pair and retain visual and/or auditory information • to memorize poems, speeches, parts of plays

6. Auditory Processing • Fatigue when trying to listen to a talk or lecture • Difficulty/Inability to: • take in or process information through the sense of hearing • discriminate between similar sounds • spell and take notes • in listening and remembering instructions • hear sounds over background noise • learn foreign languages • hear sounds in the correct order

7. Processing Speed • Slow and/or uneven automatic processing speed • Difficulty/Inability to: • complete assignments within imposed time constraints • take timed tests • make comparisons rapidly between and among bits of information

8. Autism Spectrum Disorders • Developmental disability that affects a student’s abilities in socialization and communication • Students with Autism often have a great deal of difficulty expressing themselves through language – spoken or written. • It also affects their ability to think abstractly or see things in a “big picture” way, often focusing on minutia and small details and failing to see how those details fit into a larger concept.

9. Translation key

10. Decode This! We pegin our qribeq a faziliarblace, a poqy like yours enqzine. Iqconqains a hunqraqqrillion calls qheq work qogaqhyspyqasign. Enqwiqhin each one of qhese zany calls, each one qheqhesQNA,Qhe QNA coqe is axecqlyqhesaze, a zess-broquceqrasuze.Soqhecoqe in each call is iqanqical, a razarkaplepuqveliqclaiz. Qhiszeansqheqqhe calls are nearly alike, puqnoqaxecqlyqhesaze. Qake, for insqence, qhe calls of qheinqasqines; qheqqhey'reviqal is cysqainly blain. Now qhinkapouqqhe way you woulqqhink if qhose calls wyseqhe calls in your prain.