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Visual distortions

PLEASE DO NOT TRY READING THE WRITING BELOW IF YOU SUFFER FROM MIGRAINE.

Some children find that the letters appear to move or become distorted or even that the spaces form ‘rivers’.  Alternatively others will lose their place or miss a line.  Then watch what happens as the spacing between the lines gradually decreases in size.  It makes it harder and harder to for the person to read it clearly without seeing a variety of visual distortions while doing so.   Different fonts (the type of text) can cause additional problems too.  To get some idea of the problems try reading this under different lighting conditions.   If you normally wear glasses try reading this without them.  Conversely you could read it with sunglasses on in a darkened room or while shining a bright light on to the page. 

 

 

 

 

A Visible Difference.

 

Vision accounts for over 70% of the information we receive about the world which makes it extremely important to learning. Unfortunately there are a group of visual problems (which are generally not identified in an ordinary eye test)  that can affect reading.   These problems (known as visual dyslexia or Irlen syndrome) mean that the child, quite literally,  does not see what others see. 

    The signs of visual dyslexia include a range of focusing anomalies so that the child often cannot use both eyes together;  has a ‘wandering’ eye or a squint.  He may also have poor visual acuity or  photophobia  which is not a phobia but rather a physical ‘over-reaction’ to glare, brightness or fluorescence that is outside the control of the person concerned.  

   Such anomalies can cause a wide range of symptoms.  These are individual but when mild include eyestrain; headaches/migraine or clumsiness.   Moderate problems are associated with  reading and writing difficulties although  these can often be overcome, particularly in the early years when books have large,  well spaced, print.  

   Unfortunately , as the child progresses through school, the print and the spaces between lines decrease in size and this increases the chance of strange visual effects.  Similar effects should occur if you try to read the paragraph  within the box which, although exaggerated,  will give some idea of the problems such children have.  

 

Ongoing research indicates that it is likely that it is likely that many children on the autistic spectrum share similar, but much more severe, visual difficulties.  This,  plus information gained from people with ASD indicates that they may experience a variety of effects that can include:

·       problems judging differences in height or width – particularly noticeable when he steps off a curb or over a threshold.

·       a fascination with tiny things - good at doing intricate tasks

·       difficulty following moving objects – may not see an approaching car until it is very close.   

·       double vision; seeing two separate images at the same time.

·       a confused perception of space and size - things may seem at times to change size or shape.

·       some things may seem magnified – one child saw a hair as if it were a strand of spaghetti.  This can lead to a fascination with tiny things.

·       faces may seem ‘blank’,  distorted or fragmented.

 

The last point links in with research into photophobia and poor visual acuity.  Both these conditions can cause the features and expressions on peoples’ faces to seem faded,  distorted or fragmented.  Some children may only be able to  focus on one part of the face at a time so that an eye, a mouth or an earring  may stand out.  Alternatively,  like Gunilla Gerland,  he may simply see a blank face,  framed perhaps by dark hair or with a hairy growth over part of it.    Any child who sees in this way is actually only  partially-sighted.  He lives in a world where nothing is quite as it seems, nothing is constant; where other people (and objects) can, at times,  appear to be extremely frightening. 

 

Pictures of faces are stored in a special part of the brain.   In some cases ‘face blindness’  is caused by a malfunction in that part of the brain.   However,  there is a possibility that for some children with ASD this ‘face-blindness’  actually stems from photophobia or poor visual acuity.  Certainly if you cannot see correctly the only pictures that you could store would either be blank or extremely bizarre which would make remembering and placing faces almost impossible.

 

Emotional ‘blindness’. 

Most people communicate their emotions through their facial expressions or their tone of voice as well as words.  Children naturally learn how facial expressions and gestures work by watching and interacting with their parents.  Face blindness interferes with this process,  leaving the child unable to use facial expressions or gestures.

   Thus any child with severe visual problems will generally not be able to:

·   Identify people correctly by sight alone.  Looking at faces close up will give a clearer picture – although  he may also use other clues like smell.

·   Read facial expressions or body language properly - making it impossible for him to communicate or interact with others in a ‘normal’ manner.

·       Find his way around an apparently familiar building easily  -  which can be particularly  difficult if he needs to use a toilet.