Relationship between visual- motor perception and cognitive abilities of children with learning disorders

This study determined the relationship between visual- motor perception and cognitive abilities of children with learning disorders in Ahvaz. The study population consists of a group of elementary school students with learning disorders who were receiving educational services from exceptional children learning centers in Ahvaz. Using random sampling, overall 58 students studying in grades 1 to 5 were selected as the study sample. Wechsler intelligence scale for children- revised version (WISC-R) was used to gather the data on the children’s cognitive abilities and the Bender Gestalt test, with Koppitz scoring method, was used to measure their visual-movement abilities. Descriptive statistical methods, i.e. pearson correlations and Regression, were used to analyze and interpret the data. Findings revealed that: There is a negative significant relationship between visual-Motor perception errors and function in Arithmetic, Picture completion, Picture arrangement, Block design, Object assembly, Mazes and Wisc-r subscales. There is a positive significant relationship between visual- motor perception Quotient and WISC-R non-verbal IQ.