Document Type : Research Paper

Authors

• Mina Farajpour ¹
• Esmaeil Zaraii Zavaraki ²
• Parviz Sharifi Daramadi ³

¹ Master student in educational technology (education of people with special needs), AllamehTabataba'i University

² Professor of Educational Technology Department, Allameh Tabataba'i University,Tehran, Iran

³ Professor of Psychology and Education for Exceptional Children Department, Allameh Tabataba'i University,Tehran, Iran

Abstract

Visual perception, as one of the key components of learning, plays an important role in children’s academic development. This study aimed to analyze visual perceptual skills and their subcomponents in preschool children at risk of specific learning disorder using the Frostig Developmental Test of Visual Perception. This research was a descriptive cross-sectional study with a comparative analytical approach. The statistical population consisted of preschool children at risk of specific learning disorder attending preschool centers in Darab during the 2023–2024 academic year. Using purposive sampling and the Steele Learning Disability Symptoms Questionnaire (Steele, 2004), 16 children (8 girls and 8 boys) were selected. Data were collected and analyzed using the Frostig test. The results showed that the mean perceptual quotient of the children (81.8) was below the established norm, with a notable weakness observed in the figure-ground perception component. Girls performed better than boys in most visual perception components, especially figure-ground perception. In conclusion, the findings highlight the need for targeted educational interventions to strengthen visual perceptual skills, particularly in children at risk of specific learning disorder.

Keywords

• Visual perception
• specific learning disorder
• Frostig Developmental Test of Visual Perception
• preschool children
• at-risk children