Day #112 – Lifelong Learning

The nature of being ‘hypo’ something means that not enough channels in the brain are ‘open.’ Therefore, not enough stimulation gets in and the brain is deprived of what it needs to function.  While researching ‘hypo-visual’ness’ I grew increasingly concerned. Sometimes you read something and wipe a bead a sweat off your forehead in relief. Other times…the sweat just continues to fall.

The spectrum stuff can be both, simultaneously. That is what I experienced while thinking about and researching being hyper-visual. Notice that there aren’t many checks on the original list below. This list was provided early on in our spectrum journey.

But then I found this…

The hypo visual child lives in a fascinating world. They see the world in 3-d form. These children love their own reflections and can sit hours in front of a mirror playing and making funny faces. They will be obsessed with shadows and are often misunderstood as extremely retarded [sic] because of their odd behavior. However, this behavior is actually related to the obsession with shadows. Every step such a child takes is by watching and following a shadow. Often it sounds like they are playing with some unseen object when in fact they are playing with their shadows or reflections.

These children will refuse anything that has to do with fine motor skills. Such as writing, coloring, painting, pasting, etc. they might also be afraid of heights and steps. These children are fascinated by edges and will often view them up close. Playing with small light weight objects, throwing them down and viewing their fall is a favorite past time. Also playing with a pencil follow it while turning it and watching it closely, is an often activity. Playing with water watching it dripping is one of the most enjoyable things. They would also attempt to line up objects and slowly walking around them as if trying to determine their position in space. These children also seem to see things higher up then they really are. For instance a floor would sound much higher than it really is. This may cause in dropping objects too strongly as they think they reached the floor, when it is actually much lower. Stepping back and forth from one color to the other or frequently falling when stepping off a rug is also a sign of a hypo visual problem. This problem is usually not detected at a regular eye exam, and mostly low vision doctors will detect this problem. (!__severe-autism-4)

Ho hum…nothing from the list below – yet, SO many behaviors in the above description.

It’s one of the first moments that I knew something was very different about Tucker.  When he was a toddler he would watch television backwards. Huh?

After his nightly bath I would let him lay/sit in my bed and watch television for 30 minutes or so while I cleaned up from the day.  Every night I would walk in and find him staring out of [what I thought] the window.  It took me a bit, but finally I realized he was watching the reflection of the television.  Then I began to notice that he rarely watched television straight on – he watched it upside down with his head hanging off the couch where your knees belong.  He watched sideways, laying down – but rarely, very rarely did he just sit and watch.

It wasn’t until now that I realize why – he sees the world in 3D.  Let me tell you – a WHOLE LOTTA stuff makes sense now.  Right now, in this instant – I’ve just put another piece of his puzzle together.


I love this writing because I love sharing our story.  Most of all I love this writing because I continue to learn and as I learn Tucker’s world makes a bit more sense to me.

Checklist from

__ has difficulty telling the difference between similar printed letters or figures; i.e., p & q, b & d, + and x, or square and rectangle
__ has a hard time seeing the “big picture”; i.e., focuses on the details or patterns within the picture
__ has difficulty locating items among other items; i.e., papers on a desk, clothes in a drawer, items on a grocery shelf, or toys in a bin/toy box
__ often loses place when copying from a book or the chalkboard
__ difficulty controlling eye movement to track and follow moving objects
__ has difficulty telling the difference between different colors, shapes, and sizes
__ often loses his/her place while reading or doing math problems
__ makes reversals in words or letters when copying, or reads words backwards; i.e., “was” for “saw” and “no” for “on” after first grade
__ complains about “seeing double”
__ difficulty finding differences in pictures, words, symbols, or objects
__ difficulty with consistent spacing and size of letters during writing and/or lining up numbers in math problems
__ difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing along a line
__ tends to write at a slant (up or down hill) on a page
__ confuses left and right
__ fatigues easily with schoolwork
_x_ difficulty judging spatial relationships in the environment; i.e., bumps into objects/people or missteps on curbs and stairs

6 thoughts on “Day #112 – Lifelong Learning

  1. Pingback: Day #113 – The Greatest Treasure? Knowledge. | 366 Days of Autism

  2. Pingback: Day #115 – What’s the Point? | 366 Days of Autism

  3. Pingback: Day #142 – The Funny of the Naughty, Part 1 of 2 | 366 Days of Autism

  4. Pingback: Day #266 – Coaching | 366 Days of Autism

  5. Pingback: Day #279 – Tucker’s Version of Autism | 366 Days of Autism

  6. Pingback: Day #327 – Indexing | 366 Days of Autism

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s