The Reason for Measuring a Child’s Perceptual Ability

Introduction

The perceptual evaluation is theoretically based on the concept of the learning process. When we evaluate a child’s perceptual abilities, we are looking to see if there is a deficit in some area of the learning process that may be slowing down the processing of information, thereby interfering in the child’s ability to receive, organize, memorize, or express information. Severe deficits in the learning process can have adverse effects on a child’s ability to function in the classroom.

In order to understand how learning takes place, we must first understand the process by which information is received and the manner in which it is processed and expressed. In very simple terms, the learning process can be described in the following way:

• Step 1: Input of Information
• Step 2: Organization of Information
• Step 3: Expression of Information

Information is received in some manner and is filtered through a series of internal psychological processes. As information progresses along this “assembly line,” it is given meaning, organized in some fashion, and then expressed through a variety of responses. In order to understand how learning takes place, we must first understand the specific parts that make up the learning process. There are six modalities or channels (avenues through which information is received):

• Auditory modality: The delivery of information through sound
• Visual modality: The delivery of information through sight
• Tactile modality: The delivery of information through touching
• Kinesthetic modality: The delivery of information through movement
• Gustatory modality: The delivery of information through taste
• Olfactory modality: The delivery of information through smell

Skills are usually taught using all six modalities in the primary grades—

nursery school through grade 1. By grade 2, most teachers teach through approximately four of the modalities with a greater emphasis on visual and auditory input. By the upper elementary grades, this can shift to skill development through the use of only two modalities, visual and auditory. Generally, this remains the source of informational input in most classrooms until possibly college, at which level information in many cases is presented through only one modality, auditory (lectures).

Children should be taught using multisensory approaches (the input of information through a variety of receptive mechanisms—i.e., seeing, hearing, touching, etc.) whenever possible because increased sensory input enhances retention of information. Information is delivered to the senses through one or several of the previously mentioned modalities. Once received, the information goes through a series of processes that attempts to give meaning to the material received. Several processes comprise the learning process:

• Reception: The initial receiving of information.
• Perception: The initial organization of information.
• Association or organization: Relating new information to other information and giving meaning to the information received.
• Memory: The storage or retrieval process that facilitates the associational process to give meaning to information or help in relating new concepts to other information that might have already been learned. This process involves short-term, long-term, and sequential memory.
• Expression: The output of information through vocal, motoric, or written responses.

 

THE PURPOSE OF PERCEPTUAL EVALUATIONS

Now that you have some understanding of how the learning process functions, we can explore the objectives of the perceptual evaluation:

• To help determine the child’s stronger and weaker modality for learning: Some children are visual learners, some are auditory, and some learn best through any form of input. However, if a child is a strong visual learner in a class in which the teacher relies on auditory lectures, it is possible the child’s ability to process information may be hampered. The evaluation may give us this information, which is very useful when making practical recommendations to teachers about how best to present information to assist the child’s ability to learn.
• To help determine a child’s stronger and weaker process areas: A child having problems in memory and expression will quickly fall behind the rest of the class. The longer these processing difficulties continue, the greater the chance for secondary emotional problems to develop (emotional problems resulting from continued frustration with the ability to learn).
• To develop a learning profile: This can help the classroom teacher understand the best way to present information to the child, and therefore, increase his or her chances of success.
• To help determine if the child’s learning process deficits are suitable for a regular class: Along with other information and test results, the child may require a more restrictive educational setting (an educational setting or situation best suited to the present needs of the student other than a full-time regular class placement—e.g., resource room, self-contained class, special school, etc.).