Did you know that we actually see with our brain?
Visual processing differences in Autism and Sensory Processing Disorder (SPD) can affect how individuals see and interact with the world.
Key Ways Vision Can Be Affected
Vision is a complex process that involves not just the eyes but also how the brain interprets visual information.
Children with autism often face unique challenges related to sensory processing and communication. While some have correctable ocular vision impairments or both, many have typical eyesight but experience difficulties in processing visual information due to their neurological differences.
For individuals with Autism and Sensory Processing Disorder (SPD), the interplay between autism and how they process vision complicates how these children access learning opportunities. For example, a child with autism struggles with understanding visual cues due to a combination of sensory processing differences and cerebral vision issues, even if their eyes are functionally normal. Their response will look different to someone who has a clear vision impairment and is sometimes mistaken for bad behaviour or disinterest. The focus teaching becomes behaviour modification, therapy and exclusion, ultimately a restricted curriculum.
A sympathetic, nervous response
When we attribute the behaviours we may observe in children with autism, to the fight-or-flight response associated with the sympathetic nervous system we access our own capacity for empathy and sympathy to help us understand and accomodate the learners nervous response.
Example: Imagine the world as if you were watching TV, but instead of one screen, there are a million TVs, each showing a different detail of the same image, all competing and constantly moving. This overwhelming flood of information can make it challenging to filter and make sense of what you see. So parts of the vision are switched off as a defense mechanism. This is like how your body sweats to cool down in hot weather—it’s an automatic adjustment to protect itself and can manifest as charateristic ASD behaviours listed below.
Explanation: The sympathetic nervous system is responsible for activating the body’s response to stress or danger, which manifests as the “fight or flight” reaction.
Characteristic ASD behaviours through the lens of Visual Processing
Fixation and disinterest
Individuals are focused intensely on a very small part of their visual world at a time.
Examples A child might intensely focus on an object, light, toy, radiator grill, or a striped shirt to decrease input. This fixation can also involve repetitive play, body movements, or shaking hands or objects. They may have trouble maintaining balanced attention, leading to clumsiness for example if they see something they want they may move directly toward something, ignoring obstacles.
Perception and Attention Differences
Individuals may find scanning, locating, focussing on details, or following a moving object difficult. They might have trouble lining up in a queue or using utensils properly. A child might look away when someone is speaking to them or become overwhelmed by a busy classroom setting. They might also find it hard to imitate facial expressions or perform fine motor tasks.
Examples They may not be able to find or recognise objects, people, or faces easily. Scanning or locating an object or in busy environments (crowded or cluttered spaces) is challenging. Difficulties with self-awareness, especially while moving.
Awareness and Understanding Challenges
Individuals may not show awareness of something being present in their visual field, or recognise familiar objects or toys and know what to do with them. A child might frequently touch walls or objects to map out their surroundings. They may walk hesitantly, have trouble copying movements, or bump into things, they also be unaware of others and might barge through people in their way.
Examples Individuals may appear unresponsive, disinterested, or have difficulty understanding what is presented to them. They may have difficulties with learning and memory.
Aversion and Regulation Difficulties
Individuals may be easily distressed or unresponsive, potentially averting their eyes from distressing stimuli that make it hard for them to cope with visual stimuli.
Examples Individuals may become stressed as a result of overwhelming stimuli, for example, bright lights or complex and busy patterns like wallpaper or busy classroom decorations. The child may appear disengaged or disinterested as they have problems processing the visual information e.g. a map or visual timetable. A person may avoid eye contact or look away when in a crowded space, like a busy mall or a bustling playground, due to the overwhelming amount of visual information. They may also struggle with transitions between visually stimulating activities, like moving from a visually rich activity (like colouring) to a less stimulating one (like listening to a story), and may exhibit signs of distress or refusal.
These aspects of vision and their effect on learning can be applied to a range of learning challenges across the spectrum of capability.
Practical Tips to Support ASD/SPD Visual Processing Skills
Understand Their Visual Experience: Empathise with their sensory processing differences to better support them.
Simplify Visual Inputs: Reduce visual clutter and make objects or activities easier to see.
Click here to read about the four main types of processing differences and simple ways to accommodate and adjust the teaching material and environment.
Key Issues in Teaching and Learning
Access to Information: Visual Impairment, autism and common processing differences observed in neurodiverse children can compromise access to essential information. This means adapting materials to suit their visual processing needs and for those with autism, additional sensory breaks and routine visual supports can help manage sensory sensitivities and improve comprehension.
Incidental Learning: Incidental learning—gaining knowledge through observation and imitation—is crucial for all children. Autism and VI can limit these opportunities, making direct instruction and tailored interventions more necessary. For example, children with CVI, and those with Autism and VI miss out on incidental learning opportunities due to difficulties with visual observation. Those with autism and VI will require additional support to engage in social learning.
Curriculum Restriction: If access to information is compromised, this can lead to restricted curriculum access. This limitation affects not only academic learning but also overall well-being and equality. Ensuring that educational practices are adapted to meet these needs is vital for providing equitable opportunities for all students.
Resources:
Make it Easier to See Professor Pilling, Special Education Needs and Eye specialist
Positive Eye Visual Skills course
Science Alert: Vision Predicts Dementia: This article explores how visual movement exercises can improve cognitive health and could be linked to improving visual processing skills.
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