An Investigation of the Efficacy of the Frostig Program for the Development of Visual Perception

Abstract

In recent years there has been increased concern with those children of normal intelligence without apparent emotional disturbance or sensory impairment who manifest severe learning disabilities. Clinical examination of these children often indicates a number of significant problems including hyperactivity and marked perceptual difficulties. Of special interest to educators has been the alleged interference of the above-noted deficits with the acquisition of basic educational skills. There is some evidence to suggest that the perceptually disabled child is inferior in a number of school subjects such as reading and arithmetic with a cumulating deficit as he passes from one grade to another.

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