This example shows the approach to successfully accessing learning as explained in the short introductory section Access. The term perceivable is used specifically to mean perceivable through one, or more of the five senses of vision, hearing, touch, taste and smell.
If something is not perceivable, particularly through sight and sound, then the person can have no awareness of it, and it isn't there for them.
Katherine is 11 and has CVI.
Katherine found reading very difficult, she'd made very little progress, did not enjoy learning and would quickly become frustrated.
No, Katherine has simultanagnostic vision. Katherine was being taught to read phonetically which involved learning the individual letters, then interpreting them in order to form the word.
Katherine was expected to understand multiple pieces of visual information (individual letters) simultaneously, which she can't do, due to simultanagnosia.
How do we know this about Katherine? We figured it out, using a pathway that follows the order our brains process vision. The process is explained in the section Katherine's Playground.
No, it didn't make any sense to Katherine.
No Katherine clearly found learning to read something she couldn't do, didn't like doing and didn't want to do.
So on every level, the experience of trying to teach Katherine to read (phonetically) was failing, no wonder she couldn't and didn't learn.
It was recognised that Katherine's visual impairment needed a different approach, without her having to put multiple different pieces of visual information together. The approach suggested was Reading Using Whole Word Visual Recognition. All Katherine had to do was remember each word as a unique whole picture or symbol, which she immediately demonstrated she could do.
By reading using recognition, Katherine found a way for the first time ever, that she could access text, and it made complete sense to her.
The motivation followed naturally, as is often the case when something is both perceivable and meaningful. Katherine loved it. A full account of how this approach was used to teach Katherine to read can be viewed in Look: Case Study - Katherine.
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