International Journal of Contemporary Pediatrics | September 2020 | Vol 7 | Issue 9 Page 1860 International Journal of Contemporary Pediatrics Patel A et al. Int J Contemp Pediatr. 2020 Sep;7(9):1860-1863 http://www.ijpediatrics.com pISSN 2349-3283 | eISSN 2349-3291 Original Research Article Visual perception skill profile pattern in children with learning disorder Ankita Patel 1 , Mona Gajre 1 *, Prashant Bhandarkar 2,3 , Vyankatesh Parlikar 1 INTRODUCTION Learning disabilities (LD) are neurodevelopment disorders. LD impedes the ability to learn or use specific academic skills like reading, writing or arithmetic. These further results to notably reduced level of productivity, output in school and, at home. LD types mainly include Dyslexia, Dysgraphia and Dyscalculia which involve problems with reading writing and mathematics respectively. 1-3 Visual perception is the process responsible for the reception (sensory functions) and cognition (specific mental functions) of visual stimuli. 4 Visual – receptive component is the process of taking and organizing information from the environment, and the specific mental functions that constitute the visual-cognitive component provide the capacity to organize, structure, and interpret visual stimuli. 5 These two components help a person to understand what he or she sees, and both are necessary for functional vision. The visual-cognitive components are visual attention, visual memory, visual discrimination, and visual imagery. 6,7 The visual- receptive components include visual fixation, pursuit and saccadic eye movements, accommodation, binocular fusion and stereopsis, and convergence and divergence. 6 Visual-perceptual skills include the recognition and identification of shapes, objects, colours, and other qualities. Visual perception helps a person to make ABSTRACT Background: Visual perception skill related problems are important in poor academic performance in learning disability (LD) children. Visual perception skill often not tested in LD children. The objective of the study is to explore visual perception skill pattern among children with learning disorder. Methods: Retrospective observational study was conducted at LD clinic of tertiary hospital. Children diagnosed with learning disorder were includes. Visual perception data were collected using predefined standard questionnaire of third edition total visual perception score (TVPS-3). Trained medical professional collected the details. Results: Total 103 children diagnosed with LD were evaluated for TVPS-3. Majority of the children had all three learning disorders-dyslexia, dysgraphia and dyscalculia. 58.42% children had co-morbid attention deficit hyperactivity disorder. From the 7 subtests of the TVPS visual discrimination, visual memory, form constancy and visual figure - ground affected more in boys and also in lower age children. Conclusions: Assessment of visual perception skill in children with learning disorder is crucial. Visual perception rehabilitation with other management of LD can benefit the overall functionality of these children. Keywords: Attention deficit hyperactivity disorder, Dyscalculia, Dysgraphia, Dyslexia, Specific learning disorder 1 Department of Paediatrics, Lokmanya Tilak Municipal Medical College and General Hospital, Mumbai, Maharashtra, India 2 Department of Statistics, Bhabha Atomic Research Centre Hospital, Mumbai, Maharashtra, India 3 School of Health System Studies, Tata Institute of Social Sciences, Mumbai, Maharashtra, India Received: 28 June 2020 Accepted: 31 July 2020 *Correspondence: Dr. Ankita Patel, E-mail: ankita.vijay.patel@gmail.com Copyright: © the author(s), publisher and licensee Medip Academy. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. DOI: http://dx.doi.org/10.18203/2349-3291.ijcp20203643