Visual-spatial ability exists on a continuum from non existent to exceptional. Gifted visual-spatial learners may or may not have exceptional abilities in other areas as well. Sometimes they have identifiable learning difficulties. Their learning
difficulties can be caused by their exceptional visual-spatial ability. This can occur when teaching methods are geared towards use of auditory sequential abilities - the abilities that teachers and academically successful students possess and use. There were individual differences visible in the profiles of the three case study
students. Case A (Kyle) has strengths across the range of abilities assessed. This case was a good example of a student who has a good balance of abilities. He has
exceptional visual-spatial abilities that he utilises to the full. He also has strengths in the auditory sequential sphere that he can call on when needed, for example, Kyle processes verbal information quickly and efficiently. However it is apparent that he uses his visual-spatial abilities as a preferred way of learning and there are many
obvious implications that can be noted as a consequence of this, for example his strong preference for not recording his thinking in writing.
Silverman (2002) describes learners who fit this profile as ‘high spatial high
sequential’ and clarifies that the most successful learners are those who can integrate information well from both hemispheres. The assessor who referred Kyle to me suggested that if visual-spatial ability is well balanced with abilities in other areas and there is no other complicating learning disability, visual-spatial students can usually figure out what is required and although it is not their preferred way of working they are able to deliver what is required (Assessor, 2013, personal communication). Case C (William) sits at the other end of the visual-spatial ability continuum and would be described by Silverman as high spatial, low sequential. Case B (Danielle) sits somewhere between these two. In spite of the variations that could be seen across the cases, it was readily apparent that each of these three learners fit both the gifted and talented and the visual-spatial learner definitions proposed earlier in this thesis.
8.1.1 How do these Learners Experience Learning?
All three students demonstrated that they were adept at imaging complex and abstract ideas. They showed that learning for them involves the development of a three
dimensional mental image that is permanently stored in long term memory and readily available as a resource for future learning. Visualising and making connections within and between image-based representations of concepts is an integral part of their learning process. Kyle’s case described the way that he formulates and
manipulates images as part of his creative process. Danielle’s case demonstrated that she formulated verbal instructions into an image of how something will look as it happens as part of her planning process. William’s learning process also involved an internalised non-verbal style of thinking. It was observed that he needs time as he too formulates an image-based plan of how something will look and that this often
requires extensive observation and mental rehearsal before he is comfortable to attempt something new.
These students all showed that they work better in hands-on experiential learning situations where they are physically as well as mentally involved. They reflect deeply on sensory input perceived through observation and physical interaction. This
information is then integrated into a global, visually-oriented, interrelated network of knowledge.
The students all demonstrated divergent thinking processes that fed a high level of creativity. They are able to use their exceptional visual-spatial ability to solve problems in unique ways. Using the amplified three-dimensional overview that they have created allows them to explore alternative angles and find patterns that others do not see. Sometimes this creates difficulty for them when they attempt to
communicate their ideas.
8.1.2 Learning Challenges
All of the case study students demonstrated learning difficulties in some form. Their areas of challenge differed in type and degree however all have been associated with a visual-spatial learning style in the literature and can be explained as being a
consequence of their visual-spatial ability.
The writing difficulty experienced by Kyle was described more in terms of being an activity that he avoids as being an irksome task rather than one that he is not capable at. It is suggested that writing is a task that works in opposition to his visual thought processing and as such interrupts his flow and impedes his creative process. However he demonstrated a superior ability to verbalise his thinking in discussion.
Being what is described as a non verbal strength, students who favour a visual-spatial processing style can find it difficult and time consuming to have to find the right words to describe their image. This was a challenge for all three students to some degree. While for Kyle it seemed to be more of an inconvenience whereby having to translate his thoughts into a written format slowed down his fluid processing, the difficulty was more noticeable for Danielle. She happily engaged in conversation once she had formulated her understanding of a new idea, but seemed to take some
time to make sense of verbal explanations and found it difficult to explain her initial thoughts.
For William, the absence of words was even more pronounced. Tasks that utilise verbal ability require him to depart from his natural mode of visual-spatial processing and use skills that are significantly weaker. For the first years of his life, he relied almost totally on his visual-spatial mode of processing and this style dominates the way that he perceives the world. This is demonstrated by his early ability and fascination with using construction toys to create, his capability for understanding math concepts and that he likes an extended time to observe and reflect internally on how something is done and then shows that he has utilised this in mastery of new skills. These abilities contrast with his delayed speech, his struggle to master reading and spelling and the effort needed to express his thinking, all of which require verbal skills.