Visual-perceptual difficulty is a general term for a condition stemming from anomaly in the brain’s method of processing visually based information. Visual-perceptual difficulties that complicate everyday life, work and study are found in about 3–5% of the population. Visual-perceptual difficulties often involve either impediments to visual acuity or problems with spatial perception. Visual acuity disturbances interfere with making precise observations, identification and discernment of essential features or qualities. Difficulties with spatial perception cause problems in situations that demand evaluation of size, distance, shape, direction or motion. Many Aalto University fields of study require excellent visual-perceptual skills, which is why visual-perceptual difficulties are rare among students who secure a place in areas of study requiring such skills.
In everyday life, visual-perceptual difficulties may hinder finding one’s bearings in a new environment, reading a calendar, or e.g. assessing the duration of an event or distance. In learning, visual-perceptual difficulties may especially hinder one’s ability to understand symbols or to read figures and tables. The difficulties may also impede the student’s understanding of the operational mechanisms of a device. Problems with visual acuity may lead to mistakes of oversight or ‘carelessness’, if some detail escapes the student’s attention and thereby hinders finding key information about the whole.
Visual-perceptual difficulties are often relates to trouble learning mathematics, since that relies upon spatial perception abilities for visualising the meaning of numerals and mathematical symbols. The student may also face hurdles in geometry. Visual-perceptual difficulties may also relate to problems with thinking figuratively or with representations, or problems with tasks that require imagination.
Human interaction is partially non-verbal, and therefore visual-perceptual difficulties may also be detrimental in social situations. The student may have problems interpreting peoples’ facial expressions or gestures. New social situations in particular may be difficult.
Rehabilitation foundation: www.oppimisvaikeus.fi
Niilo Mäki institute: Visual-perceptual rehabilitation, www.hahku.fi
Dyslexia is the most common learning difficulty, and 6% of Finnish higher education students have been diagnosed with it (FSHS, KOTT, 2021).Dyslexia is defined as an impairment involving both reading and writing. A key characteristic in dyslexia is difficulty identifying and processing connections in phonologic (i.e. sound-related) information.
Visual-perceptual difficulties refer to difficulties with processing or making sense of visual or spatial information in one’s mind and to create images that support action. In practice, students with visual-perceptual difficulties may find it hard to find their way in the studying environment and find teaching spaces or complete assignments that require them to identify or assemble objects or understand dimensions and patterns.
Attention deficit and hyperactivity challenges may present in tasks requiring concentration or independent study. When diagnosed, attention deficit and hyperactivity challenges are referred to as ADHD.
Autism spectrum disorder refers to a range of neurobiological developmental disorders that affect how an individual communicates and interacts with others, and they sense and experience the surrounding world. The condition is life-long, stemming from anomalous development of the central nervous system.
Mental disorders here refer to particularly to depression, but also to bipolar disorder. Of mental disorders, particularly depression is common with young adults. Students should listen to themselves and remember to reserve sufficient time for recovering from the strain of studies.
A panic disorder refers to recurrent panic attacks, meaning sudden, very strong experiences of anxiety. Panic attacks may be isolated events or related to general anxiety. Panic attacks are rather common: about 10 to 15 per cent of people experience one in their lifetime.
Anxiety means a state where a person feels tense, restless and worried. Short-term anxiety and nervousness or stage fright are very common and natural phenomena among students.
Each Aalto student has a right to receive reasonable individual study arrangements for medical reasons. A medical reason may be dyslexia, a sensory impairment, mental health condition or learning difficulty. Individual study arrangements should not be seen as a reason to stop aiming for the set learning outcomes. Instead, they are a way of supporting the student in attaining the learning outcomes.
Examples of individual study arrangements include additional time for examinations (1 hour at Aalto), a private space or computer for examinations, or adjusted schedules.
Feedback, comments and questions on the individual study arrangements toolkit
