Note – This is personal to my profile all profile are different on the Autism spectrum
Looking back at my learning profile at school, I lived in a world of visual fragmentation and word blindness, seeing things in pieces not wholes – form agnosia, prosopagnosia, simultagnosia, semantic agnosia & visual – verbal agnosias this also meant I didn’t have visual memory. Early signs of this was where in my photo to the left appearing cross-eyed, lack of spacial awareness from an early age, not understanding visual contexts (running into the sea with clothes on), drawing by route and touching my enviroment.
VISUAL MEMORY IMPAIRMENT OVERVIEW – DORSAL STREAM
Damage to the posterior parietal cortex causes a number of spatial disorders including:
- Simultanagnosia: where the patient can only describe single objects without the ability to perceive it as a component of a set of details or objects in a context (as in a scenario, e.g. the forest for the trees).
- Optic ataxia: where the patient can’t use visuospatial information to guide arm movements.
- Hemispatial neglect: where the patient is unaware of the contralesional half of space (that is, they are unaware of things in their left field of view and focus only on objects in the right field of view; or appear unaware of things in one field of view when they perceive them in the other). For example, a person with this disorder may draw a clock, and then label it from 12, 1, 2, …, 6, but then stop and consider their drawing complete.
- Akinetopsia: inability to perceive motion.
- Apraxia: inability to produce discretionary or volitional movement in the absence of muscular disorders.
PECS wouldn’t have helped me piece things to together in context and I certainly wouldn’t of seen it as a functional tool I would seen the card in bits and pieces and being mono-tracked I would have had three pieces of communication to deal with
- The cardholders voice – Would have been jumbled
- Picture – Would have been fragmented and therefore no meaning nor context would have been made
- Word/s – Jumbled and distorted due to dyslexia and visual-verbal agnosia
CATERING FOR ALL PROFILES – A NON-VISUAL LEARNER
I learnt best by touch – touch meant connecting, communicating and integrating, touch was more meaningful than the jumbling of too many words (written or expressed). This is how it worked for me. 🙂
- Sensory Exploring – touching, licking, sniffing, rubbing, mouthing
- Sound Exploring – checking the phonics and depth of sound, through touch and echolalia
- Environmental Connecting – “Mapping out surroundings” by using a kinesthetic system
Remember all learning profiles are a diverse as the communication profiles and sometimes they both inter-relate and connect.
Paul Isaacs 2014