Visual spatial deficiency: the ability to perceive the visual information in the

environment, to represent it internally, to integrate it with other senses and

experiences, to derive meaning and understanding, and to perform manipulations and
transformations on those perceptions, ( how details are related to big picture ideas)
Instructions:
 Provide clear verbal instructions for tasks, assignments, or activities
 Write directions in a different color from the rest of the assignment (color code tasks
in general)
 Utilize visual manipulatives during oral explanations
 Consistently check in with their current level of understanding and academic
confidence
 Build in time to summarize the important information from each lesson
 Provide uncluttered handouts with few to no unessential images
 Use highlighting or sticky-note flags to draw student attention to important
information on worksheets
 When using visual demonstrations or models, be prepared to move slowly and repeat
demonstrations as needed
 Break spatial tasks into component parts and provide a verbal set of directions to
match each part
 Provide a model to which the student can refer to when completing tasks
 Explicitly write out steps to complete general tasks
Environment:
 Use preferential seating to reduce visual distractions
 Post visual schedules, but also read them aloud
Quiet work time to allow for focused processing (headphones may be used to support
this)
Allow short breaks during moments of frustration

Working memory: a cognitive system with a limited capacity that can hold
information temporarily.
Intervention:
 the simplification of the instructions and their presentation in more than one
mode, such as spoken and written
 observe the behavioural indicators of working memory overload then provide
additional support, thus ensuring the student does not switch off or become
disengaged from the classroom task